Direct Experience and Cognitive Dissonance Predict Higher Motivation for Experiential Competencies, While Self-Stigma Inhibits it

Despite growing evidence that experiential knowledge and experiential expertise represent valuable therapist qualities, academic psychology education largely neglects fostering these qualities, often overlooking the importance of motivation in their development. To investigate how institutions can facilitate this development, this cross-sectional study used theories of cognitive dissonance and identity repair to identify three predictors for motivation to develop experiential competencies: type of experience (direct vs. indirect), cognitive dissonance (perceived conflict with curriculum content), and self-stigma. All factors were hypothesized to positively predict motivation for experiential competencies. A sample of N = 342 Dutch bachelor psychology students completed an online survey assessing these predictors and motivation. Direct experience (d = .57) and cognitive dissonance (β = .13) were significantly associated with higher motivation, while self-stigma negatively predicted...Show moreDespite growing evidence that experiential knowledge and experiential expertise represent valuable therapist qualities, academic psychology education largely neglects fostering these qualities, often overlooking the importance of motivation in their development. To investigate how institutions can facilitate this development, this cross-sectional study used theories of cognitive dissonance and identity repair to identify three predictors for motivation to develop experiential competencies: type of experience (direct vs. indirect), cognitive dissonance (perceived conflict with curriculum content), and self-stigma. All factors were hypothesized to positively predict motivation for experiential competencies. A sample of N = 342 Dutch bachelor psychology students completed an online survey assessing these predictors and motivation. Direct experience (d = .57) and cognitive dissonance (β = .13) were significantly associated with higher motivation, while self-stigma negatively predicted motivation (β = -.17), contradicting the hypothesized identity repair effect of self-stigma. Moreover, a parallel mediation model involving all predictors explained 10.4% of the variance in motivation. Furthermore, exploratory analyses found self-stigma negatively predicted motivation for experiential expertise, but not experiential knowledge, indicating that self-stigma especially hinders the external application of lived experience. Overall, these findings support the motivational roles cognitive dissonance and direct experience play in developing experiential competencies but highlight the detrimental effects of self-stigma on experiential expertise. This underscores the importance of cultivating institutional environments that minimize shame and appreciate lived experiences with mental illness as professional assets for psychotherapists. Ultimately, this can facilitate the development of experiential expertise, allowing psychologists to integrate personal experiences into their professional skill set, thereby enhancing their effectiveness.Show less

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Direct Experience and Cognitive Dissonance Predict Higher Motivation for Experiential Competencies, While Self-Stigma Inhibits it