What thoughts were going through your head as you completed the Behavior Survey and had answers that were incongruent with your Attitude Survey

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Instructions
Read the full activity instructions on our Google Doc. Answer the Worksheet questions below either as “text entry” or as an uploaded file.
Worksheet: Cognitive Dissonance Student Answers
Two brains deciding to smoke or not.
Attitude Survey
Please indicate whether or not you agree with the statements below by highlighting the appropriate answer:
Texting while driving is dangerous.
Yes
No
It is important to stay informed about proposed legislation that affects my community.
Yes
No
Soft drinks/sodas are unhealthy beverages.
Yes
No
Poverty is a serious problem that needs to be addressed.
Yes
No
Smoking is an unhealthy behavior.
Yes
No
Behavior Survey
Please indicate whether or not you have performed each of the following behaviors by circling the correct response:
I text when I am driving.
Yes
No
I am able to name at least one bill affecting my community that was passed in the last year by the legislators in my county or my state.
Yes
No
I drink soft drinks/sodas.
Yes
No
Within the last year, I have donated money or engaged in volunteer work to address the problem of poverty.
Yes
No
Within the last year, I have smoked a cigarette.
Yes
No
Discussion Questions
Question 1: Did you experience cognitive dissonance? Why or why not?
Question 2: What thoughts were going through your head as you completed the Behavior Survey and had answers that were incongruent with your Attitude Survey? Keep in mind that thoughts are not feelings.
Question 3: Now we’ll transition away from our thoughts and into the world of feelings. What was your emotional reaction to experiencing dissonance? Choose 2-3 words from Figure 1. Write your emotion word below.
Next, write your emotion words on our word cloud by typing it out and clicking “Submit” once.
This word cloud automatically becomes bigger when different people write the same word.
We’re not all that different, are we?
List of emotion words
Question 4: How does it feel when these inconsistencies are pointed out to you? (see Figure 1.) Choose 2-3 words.
Figure 2. Coping Strategies
This figure highlights the need to be okay with dissonance and to work through it when discussing topics related to diversity in general or stereotype threat and prejudice specifically. Common coping strategies are rationalization/justification, denial, and minimization.
Example of justification: “I drink soda because I worked all day and I deserve it.”
Example of denial: “I only drink soda with my alcohol for mixers, so it doesn’t really count.”
Example of minimization: “I only drink sodas on the weekends, so it’s not that bad.”
Cognitive dissonance: conflicting thoughts, cause, coping strategies, recognize & challenge
Question 5: What strategies did you use to lessen your experience of dissonance (coping strategies)? Common coping strategies are rationalization/justification, denial, and minimization. (see Figure 2) Did you coping strategies make you feel better about your decision? Why or why not?
Question 6: How does this activity relate to understanding prejudice and discrimination? (see Figure 2)
Worksheet: Self-Compassion Student Answers
What emotion word did your student choose?
Worksheet: Evaluation of Your Student
Finally, no lesson is complete until you have had a chance to reflect on the interaction you had with your student. Evaluate your teaching lesson by answering the following questions:
Question 1: When did you notice that your student first started to grasp the concept of cognitive dissonance? Be specific in identifying which Discussion Question your student showed signs of relating to the psychological concept.
Question 2: Did you notice yourself arguing with or judging your student as they answered the survey or Discussion Questions? Analyze your own responses to your student while you were attempting to behave as a neutral Learner-Teacher.
Question 3: Experimenter bias is when any systematic errors in the research process are attributable to a researcher’s behavior, preconceived beliefs, expectances, or desires about the results. For example, a researcher may inadvertently cue participants to behave or respond in a particular way. Did you experience “experimenter bias”? Why or why not?
Question 4: Discussion Questions #3-4 requires us to tap into our emotional intelligence. Based on your students’ answer to Discussion Questions #3-4, judge your students’ emotional intelligence with a grade from A-F. Justify your answer.
Question 5: When your student shared their emotional reaction in Discussion Questions #3-4, what was YOUR emotional response to them?
Question 6: Did you feel prepared to respond to your students’ emotional reaction to cognitive dissonance? In other words, elaborate on how the RAIN tool helped you feel capable/incapable of handling your students’ reaction when they shared their emotions with you.
Question 7: Teaching the RAIN tool to your student was a form of teaching them a positive coping strategy for cognitive dissonance. Imagine how this assignment would have gone if you had only administered the surveys to your student without giving them the proper tools to deal with cognitive dissonance! Predict how this interaction would have been different if you had not shared the RAIN meditation tool with your student. Would it have been ethical or unethical in any way? Justify your answer.
You don’t have to include survey questions.

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