The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-07-11 DOI:10.1007/s10212-024-00850-5

Andrés Alexis Ramírez-Coronel, Jazmín Cevasco, Franco Londra, Gastón Saux

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Abstract

Misconceptions or inaccurate ideas about Alzheimer’s disease (AD) can be found in college students from health-related careers. Refutation texts explicitly introduce inaccurate information, refute it, and introduce alternative, more accurate information. This study examined the role of refutation texts in revising misconceptions about AD in Ecuadorian Psychology and Nursing college students. Eighty undergraduate students completed a questionnaire about misconceptions on AD before and after reading eight texts in one of two conditions: refutation (texts that corrected a misconception following a refutational structure) or control (texts that corrected the misconception with no refutational structure). As a result, participants read the spillover sentence (next to the refutation) faster and improved performance on a misconceptions’ posttest questionnaire in the refutation compared to the control condition. These results highlight the effectiveness of refutation texts in promoting the revision of inaccurate ideas about AD in college students during reading and 1 week later.

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驳斥性文章在修正厄瓜多尔心理学和护理学大学生对阿尔茨海默病的错误认识中的作用

在从事健康相关职业的大学生中，可以发现他们对阿尔茨海默病（AD）存在误解或不准确的想法。驳斥性文章会明确介绍不准确的信息，对其进行驳斥，并介绍其他更准确的信息。本研究探讨了反驳性文本在修正厄瓜多尔心理学和护理学专业大学生对老年痴呆症的错误认识方面所起的作用。八十名本科生在阅读八篇文章之前和之后填写了一份关于对反倾销的误解的调查问卷，这八篇文章分为两种情况：驳斥（按照驳斥结构纠正误解的文章）或对照（纠正误解但没有驳斥结构的文章）。结果，与对照组相比，学员在反驳组中阅读溢出句子（紧接着反驳句子）的速度更快，在错误概念后测问卷中的成绩也有所提高。这些结果凸显了反驳文本在促进大学生在阅读过程中和一周后修正关于反倾销的不正确观念方面的有效性。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.