{"title":"The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect","authors":"Simona Oľhová, Monika Brachtlová, Marek Urban","doi":"10.1007/s10212-024-00887-6","DOIUrl":null,"url":null,"abstract":"<p>Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00887-6","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.
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.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
