How Education and Metacognitive Training May Ameliorate Religious Prejudices: A Randomized Controlled Trial
Standard
How Education and Metacognitive Training May Ameliorate Religious Prejudices: A Randomized Controlled Trial. / Moritz, Steffen; Ahmed, Kaser; Krott, Nora Rebekka; Ohls, Isgard; Reininger, Klaus Michael.
in: INT J PSYCHOL RELIG, Jahrgang 31, 03.04.2021, S. 121-137.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - How Education and Metacognitive Training May Ameliorate Religious Prejudices: A Randomized Controlled Trial
AU - Moritz, Steffen
AU - Ahmed, Kaser
AU - Krott, Nora Rebekka
AU - Ohls, Isgard
AU - Reininger, Klaus Michael
N1 - Publisher Copyright: © 2020 Taylor & Francis Group, LLC.
PY - 2021/4/3
Y1 - 2021/4/3
N2 - Religious tensions in Western countries are growing and pose a challenge to societal peace. For the present study, we examined the attitudes of Christians, Muslims, and people with no religious affiliation toward the three major monotheistic religions: Judaism, Christianity, and Islam. In the framework of a randomized controlled trial, we explored the extent to which five conditions (three metacognitive, one educational, and one control) changed participants’ attitudes toward their own faith and other faiths. In the educational condition, information was conveyed in a simple narrative form, whereas in the metacognitive conditions participants were asked seemingly simple questions that frequently elicit incorrect responses followed by the correct responses along with corrective information (either immediately or after a delay). Christian and Muslim participants appraised their own religion as tolerant. The metacognitive interventions were significantly more successful than the control condition in reducing prejudice overall. Christians improved their attitudes toward Judaism and Islam in the metacognitive conditions. Muslims, however, showed more positive appraisals of Judaism and their own religion but not of Christianity (which showed a slight but nonsignificant decline) following the intervention. We discuss the possible contribution of particular questionnaire items to the latter unexpected result. Participants evaluated the information provided by the educational intervention as less interesting relative to the metacognitive approach.
AB - Religious tensions in Western countries are growing and pose a challenge to societal peace. For the present study, we examined the attitudes of Christians, Muslims, and people with no religious affiliation toward the three major monotheistic religions: Judaism, Christianity, and Islam. In the framework of a randomized controlled trial, we explored the extent to which five conditions (three metacognitive, one educational, and one control) changed participants’ attitudes toward their own faith and other faiths. In the educational condition, information was conveyed in a simple narrative form, whereas in the metacognitive conditions participants were asked seemingly simple questions that frequently elicit incorrect responses followed by the correct responses along with corrective information (either immediately or after a delay). Christian and Muslim participants appraised their own religion as tolerant. The metacognitive interventions were significantly more successful than the control condition in reducing prejudice overall. Christians improved their attitudes toward Judaism and Islam in the metacognitive conditions. Muslims, however, showed more positive appraisals of Judaism and their own religion but not of Christianity (which showed a slight but nonsignificant decline) following the intervention. We discuss the possible contribution of particular questionnaire items to the latter unexpected result. Participants evaluated the information provided by the educational intervention as less interesting relative to the metacognitive approach.
UR - http://www.scopus.com/inward/record.url?scp=85092597344&partnerID=8YFLogxK
U2 - 10.1080/10508619.2020.1815994
DO - 10.1080/10508619.2020.1815994
M3 - SCORING: Journal article
VL - 31
SP - 121
EP - 137
JO - INT J PSYCHOL RELIG
JF - INT J PSYCHOL RELIG
SN - 1050-8619
ER -