Universität Wien

200187 SE Scientific Readings (2022S)

5.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Continuous assessment of course work

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

!LANGUAGE OF INSTRUCTION AND EXAMINATION WILL BE ENGLISH!

We aim to hold the seminar in person if the pandemic and governmental regulations allow.

  • Thursday 10.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 17.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 24.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 31.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 07.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 28.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 05.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 12.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 19.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 02.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 09.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Thursday 23.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Friday 24.06. 08:00 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
  • Thursday 30.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock

Information

Aims, contents and method of the course

!LANGUAGE OF INSTRUCTION AND EXAMINATION WILL BE ENGLISH!

The aim of this seminar is to help you to conduct an empirical study in a designated topic in Environmental Psychology (see steps 1-6 below). The seminar will be held in person if the pandemic and governmental regulations allow.

This is the first seminar of a 2-semester course program. Both seminars are structured according to the following steps, of which 1-4 will take place in this seminar (summer semester 2022), and 5-6 will take place in the seminar “Bachelor’s thesis” next semester (winter semester 2022/23).

(1) Become familiar with a topic
(2) Find a research question and formulate hypotheses
(3) Identify and assess the methods available
(4) Design your study and plan your analysis
(5) Implement and conduct your study
(6) Analyze your data and write up your thesis

In groups of 4-5 students, you will work on a selected focal topic and plan a study together. Based on this group work, you will then write an individual exposé about the study, which you hand in in the format of a Stage 1 registered report (https://www.cos.io/our-services/registered-reports). For your exposé, you can either focus on the same aspect as your group members or you can choose a different angle (e.g., different outcome, additional moderator etc.). Building on your exposé, you will conduct your study together, and write individual bachelor theses in the next semester (winter semesters 2022/23).

Assessment and permitted materials

Elements of the assessment are:

1) Active participation (10%)
2) Group presentation of your study idea (20%)
3) Peer feedback (graded as pass/fail)
4) First draft of exposé (20%)
5) Final draft of exposé (50%)
1 (very good) 100-90 percent
2 (good) 89-80 percent
3 (satisfactory) 79-70 percent
4 (sufficient) 69-60 percent
5 (insufficient) 59-0 percent

Minimum requirements and assessment criteria

For successful completion of the seminar, you are required to:
- attend a minimum of 80% of the seminars,
- pass the peer feedback assignment, and
- receive an overall grade of pass (sufficient) on the other assignments

Examination topics

Do-gooder derogation.
Members of the mainstream tend to dislike moral exemplars, i.e., those who act with particular moral integrity - a phenomenon known as do-gooder derogation. Such negative social judgements have been found to be present between meat-eaters and vegans (Minson & Monin, 2012), zero-wasters and non-zero-wasters (Bolderdijk, Brouwer, & Cornelissen, 2018), and organic and conventional consumers (van de Grint, Evans, & Stavrova, 2021). Members of the mainstream may even go as far as to punish moral exemplars for their good deeds. For example, in public goods games, players tend to expel extreme altruists from the group as often as the most blatant free-riders (Herrmann, Thöni, & Gächter, 2008; Parks & Stone, 2010). Some literature suggests that environmentalists (a special case of moral exemplars) self-silence because they are aware they are being disliked for their pro-environmental behaviour (e.g., Bolderdijk & Cornelissen, 2022). This may create a so-called spiral of silence (Noelle-Neumann, 1993) around the topic of climate change. Environmentalist individuals who fear a bad reputation or punishment may shy away from expressing their pro-climate opinion, which makes such opinions seem less common than they are. Such a climate of silence may thus keep environmentalist individuals (thinking they) belong to a small minority further from expressing pro-climate opinions, while anti-climate individuals (thinking they) belong to a large majority are motivated to express their anti-climate opinions more (Andre, Boneva, Chopra, & Falk, 2021; Geiger & Swim, 2016; Taylor, 1982).

During this seminar, you will develop a research proposal on do-gooder derogation of moral exemplars in the environmental and climate change domain, supervised by Jana Köhler. This proposal could include research on the concrete experiences of do-gooder derogation of both members of the mainstream (also qualitative work possible), predictors and consequences of do-gooder derogation, potential interventions to remedy do-gooder derogation, or your own idea in this area.

A list of suggested articles will be provided in the first session.

Pluralistic Ignorance.
What do you think what percentage of Austrians would agree that climate change and its consequences are the biggest challenges for humanity in the 21st century?
A recent survey (EIB Climate Survey, 2021) found that 73% of Austrians agree with this statement. If you are like most people (including me), your guess was probably far lower. In psychology, this phenomenon is called pluralistic ignorance and describes that groups (for example, Austrians) substantially underestimate the majority’s beliefs, behaviors, attitudes, values, and concerns (Sargent & Newman, 2021). Previous research in Environmental Psychology has shown that individuals overestimate the number of people who are skeptical (Leviston et al., 2013; Mildenberger & Tingley, 2019) and unconcerned (Geiger & Swim, 2016) about climate change. On the bright side, several studies have found that simple interventions such as informing individuals about the actual perceptions of others can reduce pluralistic ignorance (Andre et al., 2021; Mildenberger & Tingley, 2019; Schroeder & Prentice, 1998).

During this seminar, you will develop a research proposal on pluralistic ignorance regarding climate change or its impacts, supervised by Sandra Geiger. This proposal could include research on the predictors and consequences of pluralistic ignorance, potential interventions to remedy the effect, or your own idea in this area.

A list of suggested articles will be provided in the first session.

Reading list

A list of suggested articles will be provided in the first session.

Association in the course directory

Last modified: Tu 21.06.2022 10:30