Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children
Vezzali, Loris, Capozza, Dora, Giovanni, Dino and Stathi, Sofia (2012) Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children. Group Processes and Intergroup Relations, 15 (2). pp. 203-212. ISSN 1368-4302 (Print), 1461-7188 (Online) (doi:10.1177/1368430211424920)Full text not available from this repository.
The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on elementary school children’s explicit and implicit intergroup attitudes. Italian 5th-graders participated in a 3-week intervention involving imagining meeting an unknown immigrant peer in various situations. Approximately 1 week after the last session, they completed measures of self-disclosure and behavioral intentions toward immigrants. Furthermore, they were administered a measure of implicit prejudice. Results showed that those taking part in the intervention, compared to participants in a control condition, revealed more positive behavioral intentions and implicit attitudes toward immigrants. Moreover, self-disclosure mediated the effect of imagined contact on outgroup behavioral intentions. Theoretical and practical implications of findings are discussed.
|Uncontrolled Keywords:||explicit and implicit prejudice, imagined intergroup contact, indirect contact, intergroup relations, self-disclosure|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|School / Department / Research Groups:||Faculty of Education & Health|
School of Health & Social Care
Faculty of Education & Health > School of Health & Social Care
School of Health & Social Care > Department of Psychology & Counselling
Faculty of Education & Health > School of Health & Social Care > Department of Psychology & Counselling
|Last Modified:||24 Jul 2015 15:59|
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