The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00588184" target="_blank" >RIV/68081740:_____/24:00588184 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11320/25:EDTAMXZC

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10212-024-00887-6" target="_blank" >https://link.springer.com/article/10.1007/s10212-024-00887-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10212-024-00887-6" target="_blank" >10.1007/s10212-024-00887-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect

Popis výsledku v původním jazyce

Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.

Název v anglickém jazyce

The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect

Popis výsledku anglicky

Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

European Journal of Psychology of Education

ISSN

0256-2928

e-ISSN

1878-5174

Svazek periodika

39

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

4597-4615

Kód UT WoS článku

001282664500001

EID výsledku v databázi Scopus

2-s2.0-85200362077