Editing Cognitive dissonance (section)

=== Education ===
The management of cognitive dissonance readily influences the apparent [[motivation]] of a student to pursue education.<ref name="Aronson1995">{{cite book| vauthors = Aronson E |date=1995|title= The Social Animal|url = https://archive.org/details/socialanimal000aron|url-access = registration|publisher= W.H. Freeman |isbn =9780716726180|edition = 7 }}{{page needed|date=November 2021}}</ref> The study ''Turning Play into Work: Effects of Adult Surveillance and Extrinsic Rewards on Children's Intrinsic Motivation'' (1975) indicated that the application of the [[effort justification]] paradigm increased student enthusiasm for education with the offer of an external reward for studying; students in pre-school who completed puzzles based upon an adult promise of reward were later less interested in the puzzles than were students who completed the puzzle-tasks without the promise of a reward.<ref name="LepperandGreene1975">{{cite journal | vauthors = Lepper MR, Greene D |title=Turning play into work: Effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. |journal=Journal of Personality and Social Psychology |date=1975 |volume=31 |issue=3 |pages=479–486 |doi=10.1037/h0076484 |s2cid=3909609 }}</ref>

The incorporation of cognitive dissonance into models of basic learning-processes to foster the students' [[self-awareness]] of psychological conflicts among their personal beliefs, [[ideal (ethics)|ideal]]s, and [[values]] and the reality of contradictory facts and information, requires the students to defend their personal beliefs. Afterwards, the students are trained to objectively perceive new facts and information to resolve the [[psychological stress]] of the conflict between reality and the student's value system.<ref name="GuzzettiSnyderGlassandGamas1993">{{cite journal | vauthors = Guzzetti BJ, Snyder TE, Glass GV, Gamas WS | year = 1993 | title = Promoting Conceptual Change in Science: A Comparative Meta-analysis of Instructional Interventions from Reading Education and Science Education | journal = Reading Research Quarterly | volume = 28 | issue = 2| pages = 116–159 | jstor=747886 | doi=10.2307/747886}}</ref> Moreover, [[educational software]] that applies the derived principles facilitates the students' ability to successfully handle the questions posed in a complex subject.<ref name="GraesserBaggettandWilliams1996">{{cite journal | vauthors = Graesser AC, Baggett W, Williams K | year = 1996 | title = Question-driven explanatory reasoning | journal = Applied Cognitive Psychology | volume = 10 | issue = 7| pages = S17–S32 | doi = 10.1002/(SICI)1099-0720(199611)10:7<17::AID-ACP435>3.0.CO;2-7 }}</ref> [[Meta-analysis]] of studies indicates that psychological interventions that provoke cognitive dissonance in order to achieve a directed [[conceptual change]] do increase students' learning in reading skills and about science.<ref name="GuzzettiSnyderGlassandGamas1993"/>