Background

Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs.

Objective

The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates’ beliefs in psychological misconceptions.

Method

Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants’ academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data.

Results

Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions.

Conclusion

Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions.

Teaching Implications

Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students’ beliefs in psychological misconceptions.

中文翻译：

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用心理学知识和批判性反思测试预测心理误解的信念：复制和扩展

背景

心理误解渗透到我们的文化中，许多人赞同这些错误的信念。

客观的

本研究的目的是复制和扩展先前报告的心理学知识和认知思维方式预测大学生对心理误解的信念的发现。

方法

296 名本科生参与了一项在线调查，他们在其中完成了心理误解问卷和批判性反思测试 (CRT)。参与者的学术信息（即，参加的心理学和非心理学课程的数量以及总体心理学 GPA）通过机构数据进行检索。

结果

心理学课程的数量、心理学 GPA 和 CRT 分数都是拒绝心理误解的正相关。

结论

在心理学课程中学习更多并获得更高成绩并进行更多反思和分析思考的学生不太可能肯定心理误解。

教学意义

心理学课程，尤其是那些包括加强反思和分析思维技能的活动和评估的课程，可能是减少学生对心理误解的信念的有效手段。