Predicting Beliefs in Psychological Misconceptions with Psychology Knowledge and the Critical Reflection Test: A Replication and Extension

Abstract

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.

Keywords

analytical thinking Cognitive Reflection Test psychology misconceptions reflective thinking science myths

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