The study examines the relationships between psychological literacy (critical thinking dispositions, psychological and pedagogical misinformation, trust in science, integrity) and cognitive dispositions (thinking styles and conspiracy beliefs) in 164 pre-service teachers from Slovakia (n = 90) and the Czech Republic (n = 74). Participants completed a series of psychological scales measuring dispositions to critical thinking, psychological and pedagogical misinformation, trust in science, integrity, thinking styles, and endorsement of conspiracy beliefs. Results showed that psychological and pedagogical misinformation were positively correlated with conspiracy mentality (r = .196), while higher trust in science was negatively associated with both conspiracy beliefs (r = –.361) and conspiracy mentality (r = –.271). In addition, critical thinking dispositions and the thinking style “preference for effortful thinking” showed a complex interaction (r = .230 and r = .301), and trust in science and integrity of pre-service teachers were associated with the thinking styles “actively open-minded thinking” (r = .408 and r = .249) and “preference for effortful thinking” (r = .226 and r = .206). These results suggest that fostering thinking styles such as actively open-minded thinking and preference for effortful thinking may promote prospective teachers' psychological literacy (and vice versa) and that supporting and developing trust in science may serve as a protective factor against conspiracy thinking.

Authors:
Eva Ballová Mikušková, Constantine the Philosopher University in Nitra, Slovakia
Marcela Verešová, Constantine the Philosopher University in Nitra, Slovakia

About the Presenter(s)
Dr Eva Ballová Mikušková is a University Assistant Professor/Lecturer at Constantine the Philosopher University in Nitra in Slovakia

See this presentation on the full schedule – Wednesday Schedule

Bookmark