Misconceptions and conceptual change in undergraduate students' understanding of psychology as a science

Abstract

American undergraduate psychology students' (N = 438) beliefs about the scientific nature of the discipline were assessed as a function of their year in college (first to fourth year) and academic status in psychology (a comprehensive, limited, or minimal program of study in psychology). Students completed the Psychology as a Science (PAS) questionnaire, in which they evaluated 15 Likert-type statements about scientific psychology. There was a main effect of year in college and academic status, suggesting that those who are academically advanced and committed to a comprehensive study of psychology had a stronger belief that psychology is a science. The results are discussed in terms of the process of conceptual change by which students overcome their misconceptions about psychology as a science.