Certainty Beliefs Research Articles

Balance as Credibility? How Presenting One- vs. Two-Sided Messages Affects Ratings of Scientists’ and Politicians’ Trustworthiness

ABSTRACT Public and private decision-making on health problems relies on scientific evidence. However, scientific knowledge includes uncertainty, as does knowledge about COVID-19. In an experimental study, we tested how the trustworthiness (on the three dimensions expertise, integrity, and benevolence) of a source of information (either a scientist or a politician), was affected when messages were either two-sided (including arguments pro and contra the effectiveness of mask-wearing) or one-sided (only pro arguments). Results showed that scientists were ascribed more expertise and integrity compared to politicians, and both sources were ascribed more expertise when they gave two-sided (instead of one-sided) information. Moreover, trustworthiness ratings on all three dimensions were affected by participants’ prior topic attitudes and epistemic certainty beliefs. These findings underline that when a source provides two-sided information, this may increase people’s willingness to trust that source. To use this strategy most effectively in health communication, more research should be done on how many and what types of counterarguments to include.

Biased representations of controversial information: Certainty and justification beliefs as moderators

Pre-existing beliefs bias mental representations of socio-scientific controversies in favour of the perspective(s) that endorse(s) them. Several conditions have been proposed to moderate such belief-biased mental representations of controversial information. The present study examined the effects of readers’ prior beliefs on their mental models of textual information on the level of situation-model and text-base representations. The study further investigated the extent that author status, readers’ certainty and justification beliefs moderate the effect of prior beliefs on the readers’ representations. Sixty-two undergraduate students of English as a foreign language read two texts that provided arguments for and against an established controversy in language education. A recognition task was used to assess their situation-model and text-base strengths. The results revealed that readers’ representations were biased towards the information that supported their beliefs at the level of the situation model but not at the level of the text-base. The results further revealed no main or moderating effects for author status on the interaction of beliefs and readers’ mental models of the information. However, readers’ certainty beliefs and beliefs about justification for knowing were shown to moderate the belief-biased representation of the controversial information.

A Meta-Analytical Approach of the Relationships Between the Irrationality of Beliefs and the Functionality of Automatic Thoughts

Although irrational beliefs (IBs) and automatic thoughts (ATs) have been proposed as mechanisms that contribute to psychopathology in the Cognitive Behavioral Therapy (CBT) model, surprisingly, no previous study systematically evaluated the magnitude and direction of the relationship between the two central constructs. Therefore, the present meta-analysis aimed to evaluate this association, considering its theoretical and clinical importance. We conducted a systematic search of the literature and included 34 experimental and correlational studies suited for the purpose of this meta-analysis, comprising 5086 participants. Results indicated a significant (p < .001) medium sized association (r = .43) for the relationship between the irrationality of beliefs and the functionality of ATs, higher levels of IBs being associated with more dysfunctional ATs. The magnitude of the relationship does not depend on the specific CBT theoretical model through which the two variables were approached and it is not influenced by the context, nor by the object of the beliefs. However, the content of beliefs appears to impact on this relationship, given that the results revealed a significant (p < .001) large effect size (r = .58) for the association of ATs with certainty beliefs, but no association was present for control beliefs. Results also suggest that primary and secondary IBs equally impact on ATs’ functionality and should be equally addressed in psychological interventions. Further theoretical and practical implications, and future directions are discussed.

Obsessive-Compulsive Symptoms and Beliefs in Adolescents: A Cross-Sectional Examination of Cognitive Models.

Cognitive models of obsessive-compulsive disorder (OCD) posit that particular beliefs transform normal intrusions into disturbing obsessions. A wealth of data shows that such beliefs and obsessive-compulsive (OC) symptoms are related in adults. However, there is markedly less information regarding OCD-related beliefs in youth. The purpose of this study was to assess the relation between OCD-related beliefs and OC symptoms in unselected adolescents (ages 13-18 years; N = 159). Findings from questionnaires completed on the Internet were consistent with previous findings in adults. Increased levels of OCD-related beliefs were related to increased levels of OC symptoms. Perfectionism and certainty beliefs had a specific relation with symmetry and ordering symptoms. Contrary to expectation, levels of OCD-related beliefs in this unselected sample were similar to those found in prior studies of youth diagnosed with OCD. Implications, limitations, and future directions for the study of OCD-related beliefs in youth are discussed.

Exploring student beliefs and understanding in elementary science and mathematics

AbstractThis study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012

Dysfunctional belief-based subgroups and inferential confusion in obsessive–compulsive disorder

Cognitive-behavioural models emphasize the mediating role of dysfunctional beliefs in obsessive–compulsive disorder (OCD). However, recent studies indicated that beliefs related to responsibility and threat-estimation, Importance and Control of Thoughts, and perfectionism and intolerance of uncertainty were not elevated in a substantial proportion of patients suffering from OCD. This study attempts to replicate these findings, and, in addition, explores the role of a cognitive process characteristic of OCD, i.e., inferential confusion. Participants suffering from OCD ( n = 174), completed cognitive- and symptom measures. Cluster-analysis revealed a 2- and a 6-cluster solution, both which contained substantial low belief subgroups. The Perfectionism and Certainty beliefs cluster in the 6-cluster solution was distinct from the other high beliefs clusters, which is in line with the recently proposed distinction between harm related versus ‘just right’ related OC symptoms. Finally, the assessment of cognitive processes seems to have complimentary value in addition to assessing belief content, and therefore could further our understanding of OCD within a cognitive framework.

Obsessive Beliefs in Youth With OCD and Their Mothers

The current study builds from mounting support for a role of OCD-related beliefs in pediatric OCD and evidence suggesting a role of both genetic and environmental factors in conferring risk for obsessive-compulsive behaviors. Specifically, data are presented examining the correspondence in OCD-related beliefs in 28 youth with OCD and their mothers. Findings showed a significant, moderate, positive correlation between youth and their mothers’ beliefs regarding inflated perceptions of personal responsibility and the likelihood of threat. However, perfectionism and certainty beliefs were not significantly correlated across generations, and beliefs regarding the importance and control of thoughts were negatively correlated in youth with OCD and their mothers. These initial findings are consistent with previous studies from unselected adolescents and adults with OCD and their relatives in suggesting that familial loading may be particularly strong for responsibility and threat beliefs.

Predicting global and topic‐specific certainty beliefs: Domain‐specificity and the role of the academic environment

Epistemological beliefs are subjective theories of the structure and acquisition of knowledge. The instruments used to measure epistemological beliefs in educational psychology (see Duell & Schommer-Aikins, 2001) typically consist of questionnaires tapping general, decontextualized beliefs about knowledge or knowledge acquisition in a specific field or in general. Using specific theories as stimuli, we determine the degree of topic-specificity of certainty beliefs as well as the association between certainty beliefs and the learning environment. Participants were 662 upper secondary school students (Study 1) and 211 college students (Study 2). A global instrument and a topic-specific instrument were used to collect responses to up to 10 stimulus theories. Factor analysis, multiple regression analysis and multi-level modelling were carried out. Students' topic-specific certainty beliefs varied markedly across the stimulus theories. Furthermore, students in different academic environments differed more strongly on global certainty beliefs than on topic-specific certainty beliefs, and global certainty beliefs were only loosely connected to topic-specific certainty beliefs. Researchers should critically assess the validity of decontextualized global questionnaires for assessing certainty beliefs. If possible, global measures should be complemented by topic-specific measures.

Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs

Epistemological beliefs are subjective theories on the structure and acquisition of knowledge. Using data collected in the final year of high school (Time 1) and early in the college career (Time 2) as part of a large-scale longitudinal study, we examined the relationship of beliefs in the certainty of knowledge with school achievement and choice of college majors in Germany. In line with our hypothesis, students high on certainty beliefs showed lower school achievement at Time 1, even when controlling for indicators of intelligence and family background. Certainty beliefs also predicted the choice of future fields of study at college (self-selection hypothesis) and were shaped by enrolment in specific fields of study at college (socialization hypothesis).