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Braun P, Schwientek AK, Angerer P, Guthardt L, Icks A, Loerbroks A, Apolinário-Hagen J. Investigating information needs and preferences regarding digital mental health services among medical and psychology students in Germany: A qualitative study. Digit Health 2023; 9:20552076231173568. [PMID: 37256006 PMCID: PMC10226173 DOI: 10.1177/20552076231173568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 04/17/2023] [Indexed: 06/01/2023] Open
Abstract
Background Since 2020, physicians and psychotherapists in Germany can prescribe digital mental health services (dMHSs). However, even future healthcare professionals (HCPs), such as medical and psychology students, remain reluctant to use dMHSs, although they are a risk group for mental health issues themselves. Reasons include scepticism and lacking awareness of dMHSs, which can be addressed by acceptance-facilitating interventions (AFIs) such as information strategies. To date, though, little is known about their information needs. Methods Semi-structured interviews with n = 21 students were conducted between August and September 2021. Students of legal age studying psychology or medicine at a German university could participate. Interview recordings were transcribed verbatim and content-analyzed according to Mayring, using deductive and inductive coding. Results Most students reported having little experience with dMHSs. Digital health has barely been raised in their study, even though it was perceived as crucial for personal needs as well as in preparation for their work as HCPs. Students favoured receiving information on and recommendations for dMHSs from their university via, e.g. social media or seminars. Among others, information about data safety, scientific evidence base and application scope were preferred. Additionally, information on costs as well as user reviews seemed to be essential components of information strategies because students were concerned that high costs or low usability would hinder uptake. Conclusions The results give first insights on how future HCPs would like to be informed on dMHSs. Future research should focus on systematic variations of AFIs' components mimicking real-world decision scenarios to increase the adoption of dMHSs.
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Affiliation(s)
- Pia Braun
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
| | - Ann-Kathrin Schwientek
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
- Department of Psychiatry and
Psychotherapy, University Hospital rechts der Isar, School of Medicine, Technical
University of Munich, Munchen, Germany
| | - Peter Angerer
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
| | - Lisa Guthardt
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
| | - Andrea Icks
- Institute for Health Services Research
and Health Economics, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
| | - Adrian Loerbroks
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
| | - Jennifer Apolinário-Hagen
- Institute of Occupational, Social and
Environmental Medicine, Centre for Health and Society, Medical Faculty, Heinrich Heine University
Düsseldorf, Dusseldorf, Germany
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Papadaki V, Iliadou M, Karouzou E, Maragianni K, Pateraki O, Plotnikof K. Support for Gay and Lesbian Rights Among Students of Helping Professions in Crete, Greece: A Comparison between Social Work and Psychology Students. J Homosex 2021; 68:934-956. [PMID: 31774384 DOI: 10.1080/00918369.2019.1694336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study explores the level of support for gay and lesbian rights among social work and psychology undergraduate students (N = 870). While students were generally supportive of gay and lesbian rights, 43% believed that social workers and psychologists should support gay and lesbian rights only 'when lesbians and gay men do not offend or upset others', while 31.3% agreed that these rights should be supported 'as long as they don't contradict the prevalent religion and values of the society they live in'. Social work students were more supportive of all items compared to psychology students; they were also more supportive regarding professionals' obligation to challenge negative discrimination on the grounds of sexual orientation. Religiosity, gender and having gay and lesbian friends or acquaintances were important correlates of students' level of support for gay and lesbian rights. Findings are discussed in relation to social work and psychology education.
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Testoni I, Iacona E, Corso C, Pompele S, Dal Corso L, Orkibi H, Wieser MA. Psychology Students' Perceptions of COVID-19 in a Death Education Course. Front Public Health 2021; 9:625756. [PMID: 33937167 PMCID: PMC8086793 DOI: 10.3389/fpubh.2021.625756] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 03/19/2021] [Indexed: 01/09/2023] Open
Abstract
The systematic removal of death from social life in the West has exposed people living in areas affected by COVID-19 to the risk of being unable to adequately manage the anxiety caused by mortality salience. Death education is a type of intervention that helps people manage their fear of death by offering them effective strategies to deal with loss and anxiety. To that end, a path of death education has been carried out with University students of psychology. The main purpose of the research is to understand how students who participated in the death education course perceive the lockdown experience in light of course teachings. The research was carried out at a University in northern Italy in an area severely affected by COVID-19, during the first year of the pandemic. The group of participants included 38 students, 30 women and 8 men, with an average age of 25.45 years (SD = 7). At the end of the course, the students could respond on an optional basis to the request to comment on the training experience according to what they experienced during the pandemic. A thematic analysis was subsequently carried out on the texts, which made it possible to identify the most relevant thematic areas for the students. The qualitative analyses permitted recognition of three main forms of discovery: the removal of death in contemporary culture; the importance of community, ritual and funeral, and spirituality; and the significance of death education for future health professionals. The texts have highlighted how the removal of these issues exposes people to the risk of being unable to handle extremely painful events such as those related to dying. The results show the positivity of death education pathways conducted at the University level to help students reflect on these issues and manage the related anguish.
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Affiliation(s)
- Ines Testoni
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy.,Emili Sagol Creative Arts Therapies Research Center, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel
| | - Erika Iacona
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy
| | - Cecilia Corso
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy
| | - Sara Pompele
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy
| | - Laura Dal Corso
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy
| | - Hod Orkibi
- Emili Sagol Creative Arts Therapies Research Center, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel
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4
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Blease C, Kharko A, Annoni M, Gaab J, Locher C. Machine Learning in Clinical Psychology and Psychotherapy Education: A Mixed Methods Pilot Survey of Postgraduate Students at a Swiss University. Front Public Health 2021; 9:623088. [PMID: 33898374 PMCID: PMC8064116 DOI: 10.3389/fpubh.2021.623088] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Accepted: 03/05/2021] [Indexed: 11/13/2022] Open
Abstract
Background: There is increasing use of psychotherapy apps in mental health care. Objective: This mixed methods pilot study aimed to explore postgraduate clinical psychology students' familiarity and formal exposure to topics related to artificial intelligence and machine learning (AI/ML) during their studies. Methods: In April-June 2020, we conducted a mixed-methods online survey using a convenience sample of 120 clinical psychology students enrolled in a two-year Masters' program at a Swiss University. Results: In total 37 students responded (response rate: 37/120, 31%). Among respondents, 73% (n = 27) intended to enter a mental health profession, and 97% reported that they had heard of the term "machine learning." Students estimated 0.52% of their program would be spent on AI/ML education. Around half (46%) reported that they intended to learn about AI/ML as it pertained to mental health care. On 5-point Likert scale, students "moderately agreed" (median = 4) that AI/M should be part of clinical psychology/psychotherapy education. Qualitative analysis of students' comments resulted in four major themes on the impact of AI/ML on mental healthcare: (1) Changes in the quality and understanding of psychotherapy care; (2) Impact on patient-therapist interactions; (3) Impact on the psychotherapy profession; (4) Data management and ethical issues. Conclusions: This pilot study found that postgraduate clinical psychology students held a wide range of opinions but had limited formal education on how AI/ML-enabled tools might impact psychotherapy. The survey raises questions about how curricula could be enhanced to educate clinical psychology/psychotherapy trainees about the scope of AI/ML in mental healthcare.
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Affiliation(s)
- Charlotte Blease
- General Medicine and Primary Care, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, United States
| | - Anna Kharko
- Faculty of Health, University of Plymouth, Plymouth, United Kingdom
| | - Marco Annoni
- Interdepartmental Center for Research Ethics and Integrity CNR, Rome, Italy.,Fondazione Umberto Veronesi, Milan, Italy
| | - Jens Gaab
- Department of Clinical Psychology and Psychotherapy, University of Basel, Basel, Switzerland
| | - Cosima Locher
- Faculty of Health, University of Plymouth, Plymouth, United Kingdom.,Department of Clinical Psychology and Psychotherapy, University of Basel, Basel, Switzerland.,Department of Consultation-Liaison Psychiatry and Psychosomatic Medicine, University Hospital Zurich, Zurich, Switzerland
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5
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Abstract
BACKGROUND Stigmatizing attitudes have been found among psychology students in many studies, and they are becoming more common with time. AIMS This study examines whether participation in clinical psychology lessons reduces levels of stigmatization in a population of psychology students and whether it leads to any change in stigmatization. METHODS The study is a pre/post evaluation of the effectiveness of clinical psychology lessons (63 hours of lectures) as a tool to fight stigma. The presence of stigmatizing attitudes was detected using the Italian version of the Attribution Questionnaire-27 (AQ-27-I). Stigmatization was described before and after the lessons with structured equation modeling (SEM). RESULTS Of a total of 387 students contacted, 302 (78.04%) agreed to be involved in the study, but only 266 (68.73%) completed the questionnaires at both t0 and t1. A statistically significant reduction was seen in all six scales and the total score on the AQ-27-I. The models defined by the SEM (pre- and post-intervention) showed excellent model fit indices and described different dynamics of the phenomenon of stigma. CONCLUSIONS A cycle of clinical psychology lessons can be a useful tool for reducing stigmatizing attitudes in a population of students seeking a psychology degree.
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Affiliation(s)
- Luca Pingani
- Department of Biomedical, Metabolic and Neural Sciences, Università degli Studi di Modena e Reggio Emilia, Modena, Italy.,Department of Health Professions, Azienda USL - IRCCS di Reggio Emilia, Reggio Emilia, Italy.,Department of Mental Health, Azienda USL - IRCCS di Reggio Emilia, Reggio Emilia, Italy
| | - Sandra Coriani
- Department of Health Professions, Azienda USL - IRCCS di Reggio Emilia, Reggio Emilia, Italy
| | - Gian Maria Galeazzi
- Department of Biomedical, Metabolic and Neural Sciences, Università degli Studi di Modena e Reggio Emilia, Modena, Italy
| | - Anna Maria Nasi
- Department of Health Professions, Azienda USL - IRCCS di Reggio Emilia, Reggio Emilia, Italy.,Department of Mental Health, Azienda USL - IRCCS di Reggio Emilia, Reggio Emilia, Italy
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Ćurić Dražić M, Petrović IB, Vukelić M. Career Ambition as a Way of Understanding the Relation Between Locus of Control and Self-Perceived Employability Among Psychology Students. Front Psychol 2018; 9:1729. [PMID: 30283381 PMCID: PMC6156275 DOI: 10.3389/fpsyg.2018.01729] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2018] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Employability is one of the core concepts for the future career. Students' self-perceived employability is the concept that connects students' present context of education with their future professional engagement. Students' self-perceived employability is defined as the capacity to gain and keep employment in line with their future qualification level. Locus of control is a concept that explains where the person situates the causation of various life events. It is found that internal locus of control was related to different aspects of career success. Career ambition is regarded as a proxy for students' future career success. Both internal locus of control and ambition lead to proactive behaviors that are relevant for employability and consequently result in securing a sustainable job. The aim of this mixed-method study was to investigate the relations among locus of control, ambition and students' self-perceived employability. Firstly, we tested mediating role of career ambition in relation of internal locus of control and students' self-perceived employability, then we turned to qualitative analysis of students' career self-SWOT analyses in order to deepen and enrich quantitative findings. The sample consisted of 124 undergraduate psychology students that filled out Levenson's Internality subscale from IPC locus of control scale, Rothwell et al. (2008) Ambition subscale, and three items extracted from the Self-perceived employability subscale. Majority of the survey participants (N = 100) filled out personal career SWOT analysis. The mediation analysis showed that career ambition had a mediating role in the relation between the locus of control and employability. Students perceived personal capabilities and ambition as internal strengths and lack of ambition as a major internal weakness. As external opportunities students perceived various chances for developing professional skills, whereas as external threats they perceived limited opportunities in job market. In order to support university students to develop employability and future career success, university curricula should support developing future work skills that, in addition to functional competences and personal resources, entail career ambition, ways of utilizing external opportunities and dealing with job market threats.
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Affiliation(s)
- Maja Ćurić Dražić
- Department of Psychology, Faculty of Media and Communications, Singidunum University, Belgrade, Serbia.,Department of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade, Serbia
| | - Ivana B Petrović
- Department of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade, Serbia
| | - Milica Vukelić
- Department of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade, Serbia
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7
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Clarke V. "Some University Lecturers Wear Gay Pride T-shirts. Get Over It!": Denials of Homophobia and the Reproduction of Heteronormativity in Responses to a Gay-Themed T-shirt. J Homosex 2018; 66:690-714. [PMID: 29336732 DOI: 10.1080/00918369.2017.1423217] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This article explores an incident involving a gay pride T-shirt, printed with the slogan "Some people are gay. Get over it!," that I wore during a university lecture, and students' predominantly negative responses to it. I use the lens of modern prejudice research, particularly discursive psychological approaches to modern prejudice, to interpret the students' responses to a qualitative survey about their views on the T-shirt. They related strong feelings of upset and anger, particularly because I had-in their view-implicitly accused them of being homophobic. They passionately refused this supposed accusation on the grounds that "everything's equal now" and "gay people are no different from us." I argue that the ideological themes of cultural heterosexism and compulsory heterosexuality provide a productive framework for making sense of the students' responses, as they sanction a rational neoliberal subject who is both non-homophobic and inculcated into heteronormativity.
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Affiliation(s)
- Victoria Clarke
- a Department of Health and Social Sciences, Faculty of Health and Applied Sciences , University of the West of England , Bristol , UK
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8
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Soyyılmaz D, Griffin LM, Martín MH, Kucharský Š, Peycheva ED, Vaupotič N, Edelsbrunner PA. Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study. Front Psychol 2017; 8:133. [PMID: 28239363 PMCID: PMC5301459 DOI: 10.3389/fpsyg.2017.00133] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2016] [Accepted: 01/18/2017] [Indexed: 12/03/2022] Open
Abstract
Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.
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Affiliation(s)
- Demet Soyyılmaz
- Department of Psychology, Istanbul Bilgi UniversityIstanbul, Turkey
| | - Laura M. Griffin
- Faculty of Film, Art and Creative Technologies, Dún Laoghaire Institute of Art, Design and TechnologyDún Laoghaire, Ireland
| | - Miguel H. Martín
- Faculty of Psychology, Pontifical University of SalamancaSalamanca, Spain
- Faculty of Psychology, Ghent UniversityGhent, Belgium
| | - Šimon Kucharský
- Department of Psychology, University of AmsterdamAmsterdam, Netherlands
| | - Ekaterina D. Peycheva
- Department of General, Experimental and Genetic Psychology, Sofia University St. Kliment OhridskiSofia, Bulgaria
| | - Nina Vaupotič
- Department of Psychology, University of LjubljanaLjubljana, Slovenia
| | - Peter A. Edelsbrunner
- Research on Learning and Instruction, Department of Humanities, Social and Political Sciences, ETH ZurichZurich, Switzerland
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9
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Roberts LD. Editorial: Research Methods Pedagogy: Engaging Psychology Students in Research Methods and Statistics. Front Psychol 2016; 7:1430. [PMID: 27708607 PMCID: PMC5030261 DOI: 10.3389/fpsyg.2016.01430] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2016] [Accepted: 09/07/2016] [Indexed: 11/25/2022] Open
Affiliation(s)
- Lynne D Roberts
- School of Psychology and Speech Pathology, Curtin University Perth, WA, Australia
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10
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Skead NK, Rogers SL. Running to well-being: A comparative study on the impact of exercise on the physical and mental health of law and psychology students. Int J Law Psychiatry 2016; 49:66-74. [PMID: 27241463 DOI: 10.1016/j.ijlp.2016.05.012] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2016] [Accepted: 05/17/2016] [Indexed: 06/05/2023]
Abstract
Research indicates that, in comparison to other university students, law students are at greater risk of experiencing high levels of psychological distress. There is also a large body of literature supporting a general negative association between exercise and stress, anxiety and depression. However, we are not aware of any studies exploring the impact of exercise on the mental health of law students specifically. This article reports evidence of a negative association between exercise and psychological distress in 206 law and psychology students. Compared to psychology students, the law students not only reported greater psychological distress, but, in addition, there was a stronger association between their levels of distress and their levels of exercise. Based on the results of this study, we suggest a simple yet effective way law schools might support the mental health of their students.
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Affiliation(s)
- Natalie K Skead
- Faculty of Law, University of Western Australia, 35 Stirling Hwy, Crawley, Western Australia 6009, Australia.
| | - Shane L Rogers
- School of Psychology and Social Science, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
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11
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Peter J, Rosman T, Mayer AK, Leichner N, Krampen G. Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately. Br J Educ Psychol 2015; 86:204-21. [PMID: 26659464 DOI: 10.1111/bjep.12098] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2015] [Revised: 10/23/2015] [Indexed: 11/27/2022]
Abstract
BACKGROUND Particularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements. AIMS This article suggests considering absolutism and multiplicism as separate dimensions. Following our understanding of epistemic sophistication as a cautious and reluctant endorsement of both positions, we assume evaluativism (a contextually adaptive view of knowledge as personally constructed and evidence-based) to be reflected by low agreement with both generalized absolute and generalized multiplicistic statements. SAMPLES Three studies with a total sample size of N = 416 psychology students were conducted. METHODS A domain-specific inventory containing both absolute and multiplicistic statements was developed. Expectations were tested by exploratory factor analysis, confirmatory factor analysis, and correlational analyses. RESULTS Results revealed a two-factor solution with an absolute and a multiplicistic factor. Criterion validity of both factors was confirmed. Cross-sectional analyses revealed that agreement to generalized multiplicistic statements decreases with study progress. Moreover, consistent with our understanding of epistemic sophistication as a reluctant attitude towards generalized epistemic statements, evidence for a negative relationship between epistemic sophistication and need for cognitive closure was found. CONCLUSIONS We recommend including multiplicistic statements into epistemic belief questionnaires and considering them as a separate dimension, especially when investigating individuals in later stages of epistemic development (i.e., in higher education).
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Affiliation(s)
- Johannes Peter
- ZPID - Leibniz Institute for Psychology Information, Trier, Germany
| | - Tom Rosman
- ZPID - Leibniz Institute for Psychology Information, Trier, Germany
| | | | - Nikolas Leichner
- ZPID - Leibniz Institute for Psychology Information, Trier, Germany
| | - Günter Krampen
- ZPID - Leibniz Institute for Psychology Information, Trier, Germany.,University of Trier, Germany
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12
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Papadaki V, Plotnikof K, Gioumidou M, Zisimou V, Papadaki E. A comparison of attitudes toward lesbians and gay men among students of helping professions in Crete, Greece: the cases of social work, psychology, medicine, and nursing. J Homosex 2015; 62:735-762. [PMID: 25530439 DOI: 10.1080/00918369.2014.998956] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study investigated the attitudes toward lesbians and gay men among social work, psychology, medical, and nursing students in Crete, Greece, using Herek's ATLG scale. No respondents held completely heterosexist attitudes; only 1.6% held completely non-heterosexist attitudes. The 44.96 total ATLG score indicates a slightly positive attitude toward lesbians and gay men. Psychology students scored higher than all others on positive attitudes, followed by social work students, medical students, and nursing students. Gender, having lesbian or gay acquaintances or friends, and religiosity were significant factors influencing students' attitudes, while no impact on attitudes due to the effects of higher education could be discerned. Implications for curriculum design and teaching methods are discussed.
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Affiliation(s)
- Vasileia Papadaki
- a Department of Social Work , Technological Educational Institute (TEI) of Crete , Crete , Greece
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