| Title: |
Using Persuasive Refutation Texts to Prompt Attitudinal and Conceptual Change |
| Language: |
English |
| Authors: |
Thacker, Ian (ORCID 0000-0002-2492-2929); Sinatra, Gale M.; Muis, Krista R.; Danielson, Robert W.; Pekrun, Reinhard; Winne, Philip H.; Chevrier, Marianne |
| Source: |
Journal of Educational Psychology. Aug 2020 112(6):1085-1099. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Attitude Change; Concept Formation; Persuasive Discourse; Reading; Psychological Patterns; Undergraduate Students; Student Attitudes; Misconceptions; Foreign Countries |
| Geographic Terms: |
United States; Canada; Germany |
| DOI: |
10.1037/edu0000434 |
| ISSN: |
0022-0663 |
| Abstract: |
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMFs, or both. After studying, students reading about advantages of GMFs had significantly more positive attitudes than students who read about disadvantages. There was also a significant reduction in misconceptions; participants in the positive-oriented text condition showed the largest learning gains, particularly those who held more positive initial attitudes. Epistemic emotions of curiosity, frustration, hope, and enjoyment mediated attitude change while confusion mediated relations between prereading attitudes and postreading knowledge. In addition, the direct relationship between prior attitudes and surprise was moderated by type of text. When reading about both advantages and disadvantages of GMFs, participants reported significantly less surprise when compared with those who read about either advantages or disadvantages of GMFs. To foster conceptual change when learning about complex topics, refutation texts may be paired with persuasive information that is aligned with accurate conceptions. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1263834 |
| Database: |
ERIC |