The Factual and Ontological Roots of Psychological Misconceptions: A Study on University Students in İstanbul

Abstract

Speculations about psychology are widespread and difficult to reduce. Based on this, several studies have already examined the underlying reasons behind holding misconceptions about psychology. In previous studies, cognitive thinking styles were considered the ontological roots of misconceptions, whereas the media and education were considered the factual roots of misconceptions about psychology. However, as a limitation of past research, a smaller number of studies have investigated the interactions between the factual and ontological roots of misconceptions in holding misbeliefs about psychology. In this pre-registered study (N = 598), we aimed to delve deeper into the associations between analytical thinking tendencies, printed, visual, and social media usage, and education (psychology major [n = 350] vs. other majors [n = 248]). The findings showed that psychology students, compared to students from other majors, had fewer misconceptions. Additionally, higher levels of analytical thinking tendency were correlated with holding fewer misconceptions. Moreover, the results showed that there were no significant interactions between psychology education and analytical thinking tendency. Furthermore, there were negative relationships between misconceptions and the usage of print, social, and visual media. In addition, the significant moderator role of analytical thinking tendency was evident in the link between the usage of printed media and held misconceptions. Overall, the present research might shed light on future work aiming to reduce the spread of misconceptions about psychology by indicating the contributions of both ontological and factual sources of misconceptions in holding less erroneous beliefs about psychological concepts.

Keywords

• Psychological myths
• misconceptions about psychology
• education
• analytical thinking
• media

Psikolojik Yanılgıların Olgusal ve Ontolojik Kökleri: İstanbul’da Yaşayan Üniversite Öğrencileri Üzerine Bir Araştırma

Abstract

Psikoloji ile ilgili spekülasyonlar yaygındır ve azalması zordur. Bu bağlamda, hali hazırda birçok çalışma psikolo jiyle ilgili yanılgıların temel nedenlerini incelemiştir. Önceki çalışmalarda, bilişsel düşünme eğilimleri yanılgıların ontolojik nedenleri olarak kabul edilirken, medya ve eğitim ise psikolojiyle ilgili yanılgıların olgusal nedenleri olarak kabul edilmiştir. Ancak önceki araştırmaların bir sınırlaması olarak, yanılgıların olgusal ve ontolojik kökleri arasındaki etkileşimleri inceleyen çalışmalar nadirdir. Bu ön kayıtlı (pre-registered) çalışmada (N = 598), analitik düşünme eğilimi, yazılı, görsel ve sosyal medya kullanımı ve eğitim (psikoloji bölümü [n = 350] vs. diğer bölümler [n = 248]) arasındaki ilişkilerin derinlemesine incelenmesi amaçlanmıştır. Bulgular, psikoloji öğrencilerinin diğer bölümlerden gelen öğrencilere kıyasla daha az yanılgıya sahip olduğunu gösterdi. Ayrıca, daha yüksek analitik düşünme eğilimi seviyelerinin daha az yanılgıyla ilişkili olduğu bulundu. Bunun yanı sıra sonuçlar, psikoloji eğitimi ile analitik düşünme eğilimi arasında anlamlı etkileşimler olmadığını gösterdi. Ayrıca, yazılı, sosyal ve görsel medya kullanımı ile yanlış anlamalar arasındaki ilişkilerin negatif olduğu bulundu. Ek olarak, analitik düşünme eğiliminin yazılı medya kullanımı ile yanlış anlamalar arasındaki bağlantıda anlamlı bir düzenleyici rol oynadığı tespit edildi. Genel olarak, bu çalışma gelecekte, psikolojiyle ilgili yanılgıların yayılmasını azaltmayı amaçlayan çalışmalara ışık tutabilir ve psikolojik kavramlar hakkındaki yanılgıların ontolojik ve olgusal kaynaklarının birlikte katkılarını göstererek bu alandaki çalışmalara yol açabilir.

Keywords

• Psikolojik mitler
• psikolojik yanılgılar
• eğitim
• analitik düşünme
• medya

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