Corrigendum: Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

[This corrects the article DOI: 10.3389/fpsyg.2022.1047241.].

Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

Introduction: Across four countries (Canada, USA, UK, and Italy), we explored the effects of persuasive messages on intended and actual preventive actions related to COVID-19, and the role of emotions as a potential mechanism for explaining these effects. Methods: One thousand seventy-eight participants first reported their level of concern and emotions about COVID-19 and then received a positive persuasive text, negative persuasive text, or no text. After reading, participants reported their emotions about the pandemic and their willingness to take preventive action. One week following, the same participants reported the frequency with which they engaged in preventive action and behaviors that increased the risk of contracting COVID-19. Results: Results revealed that the positive persuasive text significantly increased individuals' willingness to and actual engagement in preventive action and reduced risky behaviors 1 week following the intervention compared to the control condition. Moreover, significant differences were found between the positive persuasive text condition and negative persuasive text condition whereby individuals who read the positive text were more willing and actually engaged in more preventive action compared to those who read the negative text. No differences were found, however, at the 1-week follow-up for social distancing and isolation behaviors. Results also revealed that specific discrete emotions mediated relations between the effects of the texts and preventive action (both willing and actual). Discussion: This research highlights the power of educational interventions to prompt behavioral change and has implications for pandemic-related interventions, government policy on health promotion messages, and future research.

Optimizing climate change communication: Context Comparison Model method.

The Context Comparison Model (CCM) provides a promising avenue to guide persuasive communication development by highlighting the features of the communication context that require consideration, including source, target, and task variables. The model was tested in a study of global climate change. American participants read a text outlining scientific evidence for global climate change and a policy proposal to mitigate future climate change. Prior to reading the text, participants' completed measures of their political affiliation (Republican, Democrats, Independent or Other) to render their group memberships salient. They were randomly assigned to one of four source conditions: (a) ingroup minority; (b) ingroup majority; (c) outgroup minority; or (d) outgroup minority. Participants completed pre- and post-measures of attitudes and the plausibility of climate change. Pretest scores revealed that global climate change attitudes were held less strongly by Republicans than Democrats. In line with expectations, participants' subjective attitudes were more influenced by ingroup sources, and larger persuasive effects were obtained for ingroup minorities. For the plausibility of climate change, participants were more persuaded by an outgroup source, and larger effects were evident for outgroup majorities. Results were precisely predicted by the CCM. Their implications for science communication were discussed.

Risk perception, decision-making, and risk communication in the time of COVID-19.

After first being declared a pandemic by the World Health Organization [WHO], (2020) in March 2020, coronavirus disease (COVID-19) spread rapidly and in the process altered our very way of life. At the same time, it became increasingly clear that a wide range of new behavioral science research was necessary to understand fully how people comprehend and respond to such an unprecedented and long lasting health threat as COVID-19. One of the primary aims for this Special Issue was to gather and publish that research. The studies contained in this Special Issue, conducted between April 2020 and March 2021, were selected to represent experimental research that is relevant to this unique situation and that also inform and extend existing theory. These studies investigate three broad topics: Risk perception, decision-making under risk, and risk communication in the context of COVID-19. Collectively, they advance our knowledge of risk calibration, health communication interventions, and decisions about behaviors that address risk in the context of a global health threat. Perhaps most importantly they also make a practical contribution to how we approach these issues going forward. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students.

The evolution education experiences of students of color represent an emerging area of research, because past inquiries indicate these students have differential outcomes, such as lower evolution acceptance and severe underrepresentation in evolutionary biology. Religion is often an important support for students of color who are navigating a science, technology, engineering, and mathematics culture that privileges White nonreligious students. For instance, religion helps mitigate the negative effects of racism, but religious students are also more likely to experience conflict when learning evolution. In this nationwide study, we examined the extent to which strong religiosity among students of color can explain their lower evolution acceptance. We surveyed students in 77 college biology courses across 17 states and found that Black/African American students tend to be more religious and less accepting of evolution than any other racial/ethnic identity group and that Hispanic students tend to be slightly more religious and slightly less accepting of evolution than White students. Importantly, we find that religious background is an important factor associated with Black and Hispanic students' lower levels of evolution acceptance. This study suggests that the biology community should become more inclusive of Christian religious students if it wishes to foster inclusive evolution education for Black and Hispanic students.

"Accepting Evolution Means You Can't Believe in God": Atheistic Perceptions of Evolution among College Biology Students.

Although many scientists agree that evolution does not make claims about God/god(s), students might assume that evolution is atheistic, and this may lead to lower evolution acceptance. In study 1, we surveyed 1081 college biology students at one university about their religiosity and evolution acceptance and asked what religious ideas someone would have to reject if that person were to accept evolution. Approximately half of students wrote that a person cannot believe in God/religion and accept evolution, indicating that these students may have atheistic perceptions of evolution. Religiosity was not related to whether a student wrote that evolution is atheistic, but writing that evolution is atheistic was associated with lower evolution acceptance among the more religious students. In study 2, we collected data from 1898 students in eight states in the United States using a closed-ended survey. We found that 56.5% of students perceived that evolution is atheistic even when they were given the option to choose an agnostic perception of evolution. Further, among the most religious students, those who thought evolution is atheistic were less accepting of evolution, less comfortable learning evolution, and perceived greater conflict between their personal religious beliefs and evolution than those who thought evolution is agnostic.

Editorial.

This editorial marks the first 4 years of the current editorial period. It offers an opportunity to take stock, review trends, and describe editorial policies for the next 2 years. Psychology continues to shine and accumulate knowledge that scholars integrate, use in the development of theory, and examine to generate applications to real-world problems. The articles published in Bulletin during the last 4 years are a tribute to the vitality of our discipline. (PsycINFO Database Record

Motivational factors in makerspaces: a mixed methods study of elementary school students' situational interest, self-efficacy, and achievement emotions.

BACKGROUND: Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students' (grades 3-6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions. Additionally, this study investigated how self-efficacy and achievement emotions are related to students' interest development in the makerspace course. RESULTS: Results of hierarchical growth modeling showed that although students' self-efficacy and situational interest remained moderately high during the course, both declined over the makerspace semester. Further, self-efficacy, as well as experiences of excitement and frustration with project tasks were found to be associated with students' situational interest. Interpretive analysis of student think-aloud interviews and classroom observations supported these findings. CONCLUSIONS: Design-based makerspaces have the potential to trigger elementary school students' interest in STEM activities. However, the iterative design process can lead to suboptimal outcomes on students' self-efficacy and interest. Instructors should offer context-sensitive efficacy- and emotion-related scaffolds to foster positive makerspace experiences.

Science identity development: an interactionist approach.

In this introduction for this Special Issue we discuss the need for the investigation of science identity with an emphasis on the environment. As such, we propose taking an interactionist approach; one that examines the person in interaction within their environment (Adams & Marshall, 1996). The Special Issue highlights the role of psychology constructs, such as interest and belonging that are deeply relevant and ultimately inform students' science identity development. The Special Issue includes six articles: this introduction, four empirical papers investigating the psychological experiences of students in various science spaces with a focus on the interactions between the individual and the context, and a commentary. Each contribution emphasized how the context either afforded or did not afford that sense of belonging to develop in students. The collection of articles were inspired by a symposium on the topic of STEM identity development that was presented at the 2017 annual meeting of the American Educational Research Association (AERA) in San Antonio, TX.

Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales.

Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.