Motivational and emotional impacts on public (mis)understanding of science

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-09-15 DOI:10.1080/00461520.2021.1975121

G. Sinatra

引用次数: 5

Abstract

Abstract The psychology of science resistance, doubt, and denial has never had clearer consequences than during the COVID-19 pandemic. This manuscript explores how misconceptions about climate change, vaccines, and COVID-19 cannot be understood apart from the conscious and unconscious motivations and emotions which contribute to public (mis)understanding of science. Drawing on research presented during my Presidential Address for Division 15 of the American Psychological Association in 2020, interventions designed to upend misconceptions and promote understanding and appreciation of science in formal and informal settings are reviewed and recommendations are proposed for promoting public understanding of science in the future.

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动机和情绪对公众(错误)理解科学的影响

在2019冠状病毒病(COVID-19)大流行期间，科学抵制、怀疑和否认心理的后果从未如此明显。本文探讨了关于气候变化、疫苗和COVID-19的误解是如何离开导致公众(错误)理解科学的有意识和无意识动机和情绪而无法理解的。根据我在2020年美国心理协会第15分会主席致辞中提出的研究，对旨在颠覆误解、促进正式和非正式环境中对科学的理解和欣赏的干预措施进行了审查，并提出了未来促进公众对科学理解的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.