Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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- Creators: Doane, Leah
Misconceptions about mental health can have negative effects on therapy, education, and social interactions. Misconceptions about mental health can be formed through misinformation being spread online from a variety of sources. The current study manipulates and examines the effects of social media users’ justification for knowing on participants’ perceived credibility and knowledge revision. Justification for evidence was manipulated within subjects. There were 3 types of justifications: personal experience, professional experience, or no justification. To test the effects of evidence justification, we used two dependent variables: perceived credibility and knowledge revision. MTurk participants (n = 111) completed pretest assessments regarding mental health and general science knowledge. They then read 11 experimenter-derived Twitter threads, each containing a misconception, two tweets with a refutation, and a statement of justification for the refutation. After each Twitter thread, participants were asked to rate the perceived credibility of the refutation texts. Participants were later given a posttest to measure knowledge revision as well as a series of questions that measured epistemic belief systems. We hypothesized that participants would be more likely to revise their misconceptions when the justification was personal expertise compared to when the justification was professional expertise or no justification is given. The findings did not support these hypotheses, instead indicating that the highest perceived credibility rankings came from professional expertise while knowledge revision occurred in all conditions.