The Role of Sociodemographic Factors and Reflective/Critical Thinking in the Belief of Psychological Misconceptions Among Community College Students

Abstract

Misinformation has become a pervasive issue in society. In relation to human behavior and cognitive processes, psychological myths can have detrimental effects by distorting our perceptions. This study employed correlational and regression analyses with 86 community college students in Southern California to examine the relationships between sociodemographic factors, belief in psychological myths, as well as the relationship between belief strength on reflective and critical thinking measures. Correlational analyses revealed significant associations between belief in psychological myths and identification with various sociodemographic factors. Findings suggest that certain demographic characteristics may be associated with stronger inclination to believe in psychological misconceptions. There was no relationship between our measure of critical thinking and endorsement of psychological myths. Results from this study suggest a number of implications for higher education. For example, educators can design curriculum to specifically address misconceptions, foster critical thinking, and promote accurate understanding of psychological phenomena. Providing opportunities for critical thinking in higher education may be beneficial in mitigating misinformation and cultivating accurate perceptions of human behavior. Findings from the current study highlight the importance of promoting critical thinking in educational contexts to combat the spread and perpetuation of myths and misinformation, ultimately leading to a more informed and discerning society.