Misconceptions about psychological phenomena are prevalent among students completing college-level psychology courses. Although these myths are often difficult to eliminate, efforts incorporating a refutational focus have demonstrated some initial promise in dispelling these beliefs. In the current quasi-experimental study, four sections of an online undergraduate Abnormal Psychology course (n = 113 total students) were randomly assigned to receive either a myth-debunking poster assignment or class as usual. Students in the myth-debunking sections were assigned one of five mental health-focused myths and corresponding refutational readings to guide their development of posters aimed at informing their classmates about the misconception, disputing the misconception, and citing relevant evidence as support. Beliefs about common misconceptions (five directly addressed in the assignment and five filler myths) were measured at the beginning and end of the semester. Results indicated that students in the myth-debunking condition were significantly (p < .001, d = 1.09) more likely to know the truth, at the conclusion of the course, compared to the control group. Overall, the myth-debunking intervention appears to have been effective at reducing students’ misconceptions about popular psychological myths, perhaps even some non-targeted psychological misconceptions.

中文翻译：

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反驳心理健康误解：异常心理学课程的准实验

在完成大学水平的心理学课程的学生中，对心理现象的误解很普遍。虽然这些神话通常难以消除，但结合反驳焦点的努力已经证明了消除这些信念的一些初步希望。在当前的准实验研究中，在线本科变态心理学课程的四个部分（n = 113 名学生）被随机分配接受揭秘海报作业或照常上课。神话揭穿部分的学生被分配了五个以心理健康为重点的神话和相应的反驳读物之一，以指导他们制作海报，旨在告知同学有关误解、对误解的争论，并引用相关证据作为支持。在学期开始和结束时测量了对常见误解的信念（五个直接在作业中解决和五个填充神话）。结果表明，在课程结束时，与对照组相比，处于揭穿神话条件下的学生更有可能知道真相（p < .001，d = 1.09）。总体而言，辟谣干预似乎有效地减少了学生对流行心理神话的误解，甚至可能是一些非针对性的心理误解。与对照组相比。总体而言，辟谣干预似乎有效地减少了学生对流行心理神话的误解，甚至可能是一些非针对性的心理误解。与对照组相比。总的来说，辟谣干预似乎有效地减少了学生对流行心理神话的误解，甚至可能是一些非针对性的心理误解。