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Adamus M, Ballová Mikušková E, Kohut M. Conspire to one's own detriment: Strengthening HPV Program Support Through Debunking Epistemically Suspect Beliefs. Appl Psychol Health Well Being 2024. [PMID: 38923394 DOI: 10.1111/aphw.12570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
The study experimentally tested an intervention that debunks epistemically suspect beliefs about vaccines. After answering questions about pre-existing epistemically suspect beliefs (irrational health beliefs and conspiracy mentality), 565 participants were randomly assigned into one of three conditions and exposed either to neutral information about domestic animals, salient epistemically suspect content about vaccination or an intervention that debunks epistemically suspect beliefs about vaccination. Afterwards, the participants answered questions about vaccination-related conspiracy narratives (manipulation check), vaccination attitudes, intentions to vaccinate against HPV, support for an HPV vaccination programme and intentions to seek health guidance. Although the intervention demonstrated the potential to inhibit the endorsement of conspiracy narratives, we found no differences in the other outcome variables. Nevertheless, across the conditions, pre-existing epistemically suspect beliefs were associated with less favourable attitudes towards vaccination, lower intentions to vaccinate against HPV, less support for the vaccination programme and lower intentions to seek health guidance. The results indicate that debunking may be futile in curbing long-term negative impacts associated with epistemically suspect beliefs, and they contribute to the debate about assessing the effectiveness of interventions related to highly controversial topics such as vaccination. The study enhances understanding of persistent adverse impacts that epistemically suspect beliefs may have on public health outcomes.
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Affiliation(s)
- Magdalena Adamus
- Faculty of Economics and Administration, Masaryk University in Brno, Czechia
- Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Slovakia
| | | | - Michal Kohut
- Faculty of Philosophy and Arts, University of Trnava, Trnava, Slovakia
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Muis KR, Kendeou P, Kohatsu M, Wang S. "Let's get back to normal": emotions mediate the effects of persuasive messages on willingness to vaccinate for COVID-19. Front Public Health 2024; 12:1377973. [PMID: 38756873 PMCID: PMC11098132 DOI: 10.3389/fpubh.2024.1377973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Accepted: 04/16/2024] [Indexed: 05/18/2024] Open
Abstract
Objective We examined the effectiveness of three different messages for persuading individuals to get vaccinated against COVID-19, and the role that emotions play in persuasion. Methods Four hundred-thirty-six participants reported their concern about the COVID-19 pandemic and confidence/hesitancy toward vaccines. Participants were randomly assigned to one of three text conditions: (1) self-interest: a persuasive message that focused on how much of a "serious threat COVID-19 is to you," and to get vaccinated to "protect yourself"; (2) self-interest + altruistic: a persuasive message that focused on the "threat to you and your community" and to get vaccinated to "protect you and your loved ones"; (3) self-interest + altruistic + normal: a persuasive message that included (2) but added "This is the only way we can get back to a normal life."; and, (4) a baseline control: no text. After reading, participants reported their emotions toward COVID-19 vaccines and their willingness to get vaccinated. Results Individuals in the self-interest + altruistic + normal condition were more willing to get vaccinated compared to the control condition and self-interest + altruistic condition. However, there were no differences in willingness between the self-interest + altruistic + normal condition and the self-interest condition. Moreover, emotions mediated relations between vaccine confidence/hesitancy and willingness. Conclusion A message that focuses on "getting back to normal" can achieve important public health action by increasing vaccine uptake to protect the population. Future work is needed across multiple countries and contexts (i.e., non-pandemic) to assess message effectiveness.
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Affiliation(s)
- Krista R. Muis
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
| | - Panayiota Kendeou
- Department of Educational Psychology, University of Minnesota Twin Cities, St. Paul, MN, United States
| | - Martina Kohatsu
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
| | - Shuting Wang
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
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Kendeou P, Johnson V. The nature of misinformation in education. Curr Opin Psychol 2024; 55:101734. [PMID: 38029642 DOI: 10.1016/j.copsyc.2023.101734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 10/31/2023] [Accepted: 11/10/2023] [Indexed: 12/01/2023]
Abstract
In this opinion piece, we review and characterize the nature of misinformation in education and discuss the implications for corrective efforts. In education, misinformation manifests at three different levels: the individual, the community, and the system. At the individual level, misinformation manifests as naive beliefs or misconceptions students hold before they receive instruction or because of instruction. At the community level, misinformation manifests as shared flawed views or misconceptions about certain topics often around risk factors and treatments of learning disabilities. At the system level, misinformation manifests as state or district educational policies and practices that have no scientific evidence. Thus, corrective efforts in education must be implemented at all three levels and follow best practices.
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Gender-based violence in Latin America (Ecuador and Argentina): current state and challenges in the development of psychoeducational materials. DISCOVER PSYCHOLOGY 2022. [PMCID: PMC9793367 DOI: 10.1007/s44202-022-00060-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
AbstractGender-based violence (GBV) is a complex social and public health problem, which represents a human rights violation. Globally, GBV tends to occur in intimate partner relationships. Latin American countries report high rates of this violence. Despite their social and historical differences, Ecuador and Argentina are among Latin countries that aim to dismantle patriarchy. Developing psychoeducation materials is one way in which communities can recognize and prevent GBV. Psycholinguistics can provide useful tools to facilitate learning about this social issue: prior studies suggest that promoting the establishment of discourse connections, the generation of emotion inferences and the emotional involvement of the comprehender facilitate written and spoken discourse comprehension. The aim of this commentary article is to present an overview of the current incidence of GBV in Ecuador and Argentina, and to highlight the contributions that preliminary research on discourse comprehension can make to facilitate learning about GBV prevention strategies. Finally, we will discuss possible research guidelines and future directions. We expect that this manuscript will contribute to highlighting the importance of promoting social awareness of GBV and, therefore, the crucial role of the design and implementation of scientifically based interventions.
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Muis KR, Sinatra GM, Pekrun R, Kendeou P, Mason L, Jacobson NG, Van Tilburg WAP, Orcutt E, Zaccoletti S, Losenno KM. Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action. Front Psychol 2022; 13:1047241. [PMID: 36533067 PMCID: PMC9751357 DOI: 10.3389/fpsyg.2022.1047241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 11/07/2022] [Indexed: 12/03/2022] Open
Abstract
Introduction Across four countries (Canada, USA, UK, and Italy), we explored the effects of persuasive messages on intended and actual preventive actions related to COVID-19, and the role of emotions as a potential mechanism for explaining these effects. Methods One thousand seventy-eight participants first reported their level of concern and emotions about COVID-19 and then received a positive persuasive text, negative persuasive text, or no text. After reading, participants reported their emotions about the pandemic and their willingness to take preventive action. One week following, the same participants reported the frequency with which they engaged in preventive action and behaviors that increased the risk of contracting COVID-19. Results Results revealed that the positive persuasive text significantly increased individuals' willingness to and actual engagement in preventive action and reduced risky behaviors 1 week following the intervention compared to the control condition. Moreover, significant differences were found between the positive persuasive text condition and negative persuasive text condition whereby individuals who read the positive text were more willing and actually engaged in more preventive action compared to those who read the negative text. No differences were found, however, at the 1-week follow-up for social distancing and isolation behaviors. Results also revealed that specific discrete emotions mediated relations between the effects of the texts and preventive action (both willing and actual). Discussion This research highlights the power of educational interventions to prompt behavioral change and has implications for pandemic-related interventions, government policy on health promotion messages, and future research.
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Affiliation(s)
- Krista Renee Muis
- Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montreal, QC, Canada
| | - Gale M. Sinatra
- Rossier School of Education, University of Southern California, Los Angeles, CA, United States
| | - Reinhard Pekrun
- Department of Psychology, University of Essex, Colchester, United Kingdom
| | - Panayiota Kendeou
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota Twin Cities, St. Paul, MN, United States
| | - Lucia Mason
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| | - Neil G. Jacobson
- Rossier School of Education, University of Southern California, Los Angeles, CA, United States
| | | | - Ellen Orcutt
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota Twin Cities, St. Paul, MN, United States
| | - Sonia Zaccoletti
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| | - Kelsey M. Losenno
- Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montreal, QC, Canada
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Smith SL, Ward RT, Allen LK, Wormwood JB, Mills C. Mind your words: Affective experience during reading mediates the effect of textual valence on comprehension. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Shelby L. Smith
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Richard T. Ward
- Department of Psychology University of Florida, Gainesville Florida USA
- Center for the Study of Emotion and Attention University of Florida, Gainesville Florida USA
| | - Laura K. Allen
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Jolie B. Wormwood
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Caitlin Mills
- Department of Psychology University of New Hampshire Durham New Hampshire USA
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Trevors G, Ladhani F. It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign. DISCOURSE PROCESSES 2022. [DOI: 10.1080/0163853x.2022.2085477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Greg Trevors
- Department of Educational Studies, University of South Carolina
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Ecker U, Sanderson JA, McIlhiney P, Rowsell JJ, Quekett HL, Brown G, Lewandowsky S. EXPRESS: Combining Refutations and Social Norms Increases Belief Change. Q J Exp Psychol (Hove) 2022; 76:1275-1297. [PMID: 35748514 DOI: 10.1177/17470218221111750] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Misinformed beliefs are difficult to change. Refutations that target false claims typically reduce false beliefs, but tend to be only partially effective. In this study, a social norming approach was explored to test whether provision of peer norms could provide an alternative or complementary approach to refutation. Three experiments investigated whether a descriptive norm-by itself or in combination with a refutation-could reduce the endorsement of worldview-congruent claims. Experiment 1 found that using a single point estimate to communicate a norm affected belief but had less impact than a refutation. Experiment 2 used a verbally-presented distribution of four values to communicate a norm, which was largely ineffective. Experiment 3 used a graphically-presented social norm with 25 values, which was found to be as effective at reducing claim belief as a refutation, with the combination of both interventions being most impactful. These results provide a proof of concept that normative information can aid in the debunking of false or equivocal claims, and suggests that theories of misinformation processing should take social factors into account.
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Affiliation(s)
- Ullrich Ecker
- School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia 2720
| | - Jasmyne A Sanderson
- School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia 2720
| | - Paul McIlhiney
- School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia 2720
| | - Jessica J Rowsell
- School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia 2720
| | - Hayley L Quekett
- School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia 2720
| | - Gordon Brown
- Department of Psychology, University of Warwick, Gibbet Hill Road, Coventry CV4 7AL, United Kingdom 2707
| | - Stephan Lewandowsky
- School of Psychological Science, University of Bristol, 12a Priory Road, Bristol BS8 1TU, United Kingdom 1980.,School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth 6009, Australia
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Affiliation(s)
- Reinhard Pekrun
- Department of Psychology, University of Essex, Colchester, UK
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
- Department of Psychology, University of Munich, Munich, Germany
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