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How Education and Metacognitive Training May Ameliorate Religious Prejudices: A Randomized Controlled Trial
The International Journal for the Psychology of Religion ( IF 1.7 ) Pub Date : 2020-10-13 , DOI: 10.1080/10508619.2020.1815994
Steffen Moritz 1 , Kaser Ahmed 1 , Nora Rebekka Krott 1 , Isgard Ohls 1 , Klaus Michael Reininger 1
Affiliation  

ABSTRACT

Religious tensions in Western countries are growing and pose a challenge to societal peace. For the present study, we examined the attitudes of Christians, Muslims, and people with no religious affiliation toward the three major monotheistic religions: Judaism, Christianity, and Islam. In the framework of a randomized controlled trial, we explored the extent to which five conditions (three metacognitive, one educational, and one control) changed participants’ attitudes toward their own faith and other faiths. In the educational condition, information was conveyed in a simple narrative form, whereas in the metacognitive conditions participants were asked seemingly simple questions that frequently elicit incorrect responses followed by the correct responses along with corrective information (either immediately or after a delay). Christian and Muslim participants appraised their own religion as tolerant. The metacognitive interventions were significantly more successful than the control condition in reducing prejudice overall. Christians improved their attitudes toward Judaism and Islam in the metacognitive conditions. Muslims, however, showed more positive appraisals of Judaism and their own religion but not of Christianity (which showed a slight but nonsignificant decline) following the intervention. We discuss the possible contribution of particular questionnaire items to the latter unexpected result. Participants evaluated the information provided by the educational intervention as less interesting relative to the metacognitive approach.



中文翻译:

教育和元认知培训如何减轻宗教偏见:随机对照试验

摘要

西方国家的宗教紧张局势正在加剧,对社会和平构成挑战。在本研究中,我们研究了基督徒,穆斯林和没有宗教信仰的人对三种主要的一神教宗教的态度:犹太教,基督教和伊斯兰教。在随机对照试验的框架内,我们探讨了五种情况(三种元认知,一种教育和一种对照)改变参与者对自己的信仰和其他信仰的态度的程度。在教育条件下,信息以简单的叙述形式传达,而在元认知条件下,参与者被看似看似简单的问题,常常引起不正确的回答,随后是正确的回答以及纠正信息(立即或延迟)。基督徒和穆斯林参加者认为他们自己的宗教是宽容的。在减少总体偏见方面,元认知干预比对照条件成功得多。在元认知条件下,基督徒改善了对犹太教和伊斯兰教的态度。但是,在干预之后,穆斯林对犹太教和他们自己的宗教表现出了更多的积极评价,但对基督教的评价却没有(对基督教有轻微但不显着的下降)。我们讨论了特定调查表项目对后一个意外结果的可能贡献。与元认知方法相比,参与者认为教育干预所提供的信息不那么有趣。在减少总体偏见方面,元认知干预比对照条件成功得多。在元认知条件下,基督徒改善了对犹太教和伊斯兰教的态度。但是,在干预之后,穆斯林对犹太教和他们自己的宗教表现出了更多的积极评价,但对基督教的评价却没有(对基督教有轻微但不显着的下降)。我们讨论了特定调查表项目对后一个意外结果的可能贡献。与元认知方法相比,参与者认为教育干预所提供的信息不那么有趣。在减少总体偏见方面,元认知干预比对照条件成功得多。在元认知条件下,基督徒改善了对犹太教和伊斯兰教的态度。但是,在干预之后,穆斯林对犹太教和他们自己的宗教表现出了更多的积极评价,但对基督教的评价却没有(对基督教有轻微但不显着的下降)。我们讨论了特定调查表项目对后一个意外结果的可能贡献。与元认知方法相比,参与者认为教育干预所提供的信息不那么有趣。在干预之后,对犹太教和他们自己的宗教的评价更高,但对基督教的评价却没有(对基督教的评价略有下降,但无明显下降)。我们讨论了特定调查表项目对后一个意外结果的可能贡献。与元认知方法相比,参与者认为教育干预所提供的信息不那么有趣。在干预之后,对犹太教和他们自己的宗教的评价更高,但对基督教的评价却没有(对基督教的评价略有下降,但无明显下降)。我们讨论了特定调查表项目对后一个意外结果的可能贡献。与元认知方法相比,参与者认为教育干预所提供的信息不那么有趣。

更新日期:2020-10-13
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