Examining My-Side Bias during and after Reading Controversial Historical Accounts

Autor/inn/en	Iordanou, Kalypso; Kendeou, Panayiota; Zembylas, Michalinos
Titel	Examining My-Side Bias during and after Reading Controversial Historical Accounts
Quelle	In: Metacognition and Learning, 15 (2020) 3, S.319-342 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iordanou, Kalypso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-020-09240-w
Schlagwörter	Young Adults; History; Bias; Epistemology; Beliefs; Controversial Issues (Course Content); Ethnic Groups; Emotional Response; Reader Response; Individual Differences; Prior Learning; Evaluative Thinking + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Geschichte; Geschichtsdarstellung; Erkenntnistheorie; Belief; Glaube; Controversial issues; Kontroverse; Ethnie; Emotionales Verhalten; Leserbrief; Individueller Unterschied; Vorkenntnisse
Abstract	The present study examines individuals' thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and prior-knowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account -- from a historian of their ethnic group -- and an other-side account -- from a historian from the adversary ethnic group. Participants were asked to think-aloud and report their emotions during reading. After reading, participants were asked to write a summary. Results showed that participants exhibited my-side bias during reading and writing, while there were also interesting individual differences in epistemic beliefs and prior knowledge. Participants with evaluativist epistemic beliefs were less likely to show my-side bias in the writing task. Epistemic beliefs, along with prior knowledge and the emotion of anger, predicted also low-epistemic processing during reading of other-side text. The paper concludes with a discussion of the educational implications in promoting critical thinking about controversial issues in history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01