How to Reduce Online Hate Speech among Adolescents? A Pilot Study on the Effects of a Teaching Unit on Social Norms, Self-Efficacy and Knowledge about Hate Speech
Saved in:
| Title: | How to Reduce Online Hate Speech among Adolescents? A Pilot Study on the Effects of a Teaching Unit on Social Norms, Self-Efficacy and Knowledge about Hate Speech |
|---|---|
| Language: | English |
| Authors: | Jan S. Pfetsch, Duygu Ulucinar |
| Source: | International Journal of Developmental Science. 2023 17(1-3):81-92. |
| Availability: | IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Crime, Social Bias, Speech Communication, Grade 9, Program Effectiveness, Intervention, Self Efficacy, Knowledge Level, Social Attitudes, Foreign Countries, Prevention, Computer Mediated Communication, Secondary School Students |
| Geographic Terms: | Germany |
| DOI: | 10.3233/DEV-230346 |
| ISSN: | 2192-001X 2191-7485 |
| Abstract: | A quasi-experimental study with ninth graders evaluated a 1.5-hour hate speech teaching unit in an intervention vs. control group (N = 82) before (T1) and after the intervention (T2). Participants reported frequency of witnessing hate speech (T1), hate speech norm and self-efficacy countering hate speech (T1 and T2), and knowledge concerning hate speech (T2). Repeated ANOVAs showed a significant three-way interaction for hate speech norm: Especially among those who witnessed hate speech more often, the program diminished the agreement to hate speech norm. Self-efficacy did not change significantly, but knowledge was slightly higher in the intervention group, particularly among students with a migration background. In sum, the intervention showed effects on norms and knowledge, and longer programs with more interactive elements for coping with hate speech seem recommendable. The current research is a first step and evidence-based practice for prevention of hate speech like the current evaluation study is desperately needed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418807 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | A quasi-experimental study with ninth graders evaluated a 1.5-hour hate speech teaching unit in an intervention vs. control group (N = 82) before (T1) and after the intervention (T2). Participants reported frequency of witnessing hate speech (T1), hate speech norm and self-efficacy countering hate speech (T1 and T2), and knowledge concerning hate speech (T2). Repeated ANOVAs showed a significant three-way interaction for hate speech norm: Especially among those who witnessed hate speech more often, the program diminished the agreement to hate speech norm. Self-efficacy did not change significantly, but knowledge was slightly higher in the intervention group, particularly among students with a migration background. In sum, the intervention showed effects on norms and knowledge, and longer programs with more interactive elements for coping with hate speech seem recommendable. The current research is a first step and evidence-based practice for prevention of hate speech like the current evaluation study is desperately needed. |
|---|---|
| ISSN: | 2192-001X 2191-7485 |
| DOI: | 10.3233/DEV-230346 |
