Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F23%3AA2402FE5" target="_blank" >RIV/61988987:17250/23:A2402FE5 - isvavai.cz</a>

Result on the web

<a href="https://link.springer.com/article/10.1007/s11218-022-09708-4#citeas" target="_blank" >https://link.springer.com/article/10.1007/s11218-022-09708-4#citeas</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11218-022-09708-4" target="_blank" >10.1007/s11218-022-09708-4</a>

Result language

angličtina

Original language name

Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context

Original language description

The aim of the study was to evaluate the efficacy of an intervention using indirect intergroup contact for improving intergroup attitudes in schools, in particular anti-Roma prejudice. Vicarious contact—a form of indirect intergroup contact—can be experienced through fictional book characters, who can serve as positive role models in terms of intergroup attitude improvement. A vicarious contact experiment was conducted with sixth grade students (N = 177) from three Slovak elementary schools, using passages from the Harry Potter series. A three-group pretest-posttest design was adopted; experimental condition 1 involved reading passages without subsequent discussion, experimental condition 2 involved reading the same passages followed by a discussion, while the control group was not involved in any activities. There was a significant improvement of intergroup attitudes in experimental condition 2 compared to the control group, while condition 1 did not show any such improvement. The first contribution of the study is in tackling conceptually distinct mediators of the intervention’s effect – perspective taking and narrative transportation. The second contribution is in demonstrating the added value of discussion in interventions focused on prejudice reduction in schools.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Social Psychology of Education

ISSN

13812890

e-ISSN

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Volume of the periodical

—

Issue of the periodical within the volume

1

Country of publishing house

NL - THE KINGDOM OF THE NETHERLANDS

Number of pages

24

Pages from-to

81-105

UT code for WoS article

000879661300001

EID of the result in the Scopus database

2-s2.0-85141511186