Fostering Mutual Understanding Among Muslims and Non-Muslims Through Counterstereotypical Information: An Educational versus Metacognitive Approach
Fostering interfaith tolerance may help to reduce religious tensions. The authors examined the attitudes of Christians, Muslims, and people with no religious affiliation toward different religions and explored whether their negative attitudes toward other faiths could be ameliorated. Participants (N...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor & Francis Group
[2018]
|
| In: |
The international journal for the psychology of religion
Year: 2018, Volume: 28, Issue: 2, Pages: 103-120 |
| Standardized Subjects / Keyword chains: | B
Muslim
/ Christian
/ Unbeliever
/ Stereotype
/ Information
/ Religious education
|
| IxTheo Classification: | AX Inter-religious relations BJ Islam |
| Online Access: |
Volltext (Verlag) |
MARC
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| 245 | 1 | 0 | |a Fostering Mutual Understanding Among Muslims and Non-Muslims Through Counterstereotypical Information |b An Educational versus Metacognitive Approach |c Steffen Moritz |
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| 520 | |a Fostering interfaith tolerance may help to reduce religious tensions. The authors examined the attitudes of Christians, Muslims, and people with no religious affiliation toward different religions and explored whether their negative attitudes toward other faiths could be ameliorated. Participants (N = 298) were asked about their attitudes toward Judaism, Christianity, and Islam before they were randomly assigned to either a metacognitive intervention or an educational intervention. Information was conveyed in a simple narrative form in the educational condition. In the metacognitive condition, participants were first asked apparently simple questions that frequently elicited incorrect responses. This was followed by corrective information. Both Christian and Muslim participants appraised their own religion as the most peaceful and tolerant. The educational approach was more effective in reducing stereotypes about Islam among non-Muslims, whereas the metacognitive approach was more successful in lessening prejudice about Christianity among Muslims. Muslims displayed overconfidence in their responses related to religious topics. | ||
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| STD | 0 | 0 | |a Apprendimento interreligioso,Cristiano,Cristiano,Informazione,Musulmano,Musulmano,Non credente,Non credente,Stereotipo |
| STE | 0 | 0 | |a 信息,信息,基督徒,基督徒,宗教教育,核板印象,印刻作用,穆斯林,穆斯林 |
| STF | 0 | 0 | |a 信息,資訊,基督徒,基督徒,宗教教育,核板印象,印刻作用,穆斯林,穆斯林 |
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| STH | 0 | 0 | |a Информация,Межрелигиозное обучение,Мусульманин (мотив),Мусульманин,Неверующий,Неверующий (мотив),Стереотип,Христианин (мотив),Христианин |
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