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Myths of Popular Psychology among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?

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Title: Myths of Popular Psychology among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?
Language: English
Authors: Elena Varea (ORCID 0000-0003-3079-7068), Ileana Enesco, Silvia Guerrero, Paula Barrios
Source: Teaching of Psychology. 2024 51(4):425-434.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychology, Misconceptions, Specialists, Foreign Countries, Teaching Methods, Incidence, College Freshmen, Student Attitudes, Social Sciences, Engineering Education, Majors (Students), Lay People, Sociocultural Patterns, Critical Thinking
Geographic Terms: Spain
DOI: 10.1177/00986283221129193
ISSN: 0098-6283
1532-8023
Abstract: Background: The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. Objective: To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Method: Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Results: Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). Conclusions: The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Teaching Implications: Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440656
Database: ERIC
FullText Text:
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  Data: Myths of Popular Psychology among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?
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  Data: <searchLink fieldCode="AR" term="%22Elena+Varea%22">Elena Varea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3079-7068">0000-0003-3079-7068</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ileana+Enesco%22">Ileana Enesco</searchLink><br /><searchLink fieldCode="AR" term="%22Silvia+Guerrero%22">Silvia Guerrero</searchLink><br /><searchLink fieldCode="AR" term="%22Paula+Barrios%22">Paula Barrios</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2024 51(4):425-434.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10
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– Name: DOI
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  Data: 10.1177/00986283221129193
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. Objective: To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Method: Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Results: Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). Conclusions: The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Teaching Implications: Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.
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