Over the Edge Dec 6, 1995 page 1 1

Cognitive Dissonance in University

—Frankie Jeffery

Congitive dissonance is a psychological term. It describes what happens when an individual’s belief structure is incompatible with their behavioour. Cognitive dissonance
is the result of thinking which is inharmonious with behaviour. In other words, when an individual’s thinking, or cognitive processes are in conflict with their behaviour,
that individual will be in a state of cognitive dissonance. If I believe certain things to be true, and at the same time behave in a way that is in opposition to that belief, I will
experience cognitive dissonance.

As an example of this, most people would agree that smoking is bad for your health. However, a great deal of people still continue to smoke. The smoker may even believe
that a high percentage of smokers will die from some type of lung ailment. In order to resolve this internal conflict between belief and behaviour, the smoker will often choose
instead to believe that he or she falls into the group that will not develop a lung ailment. This adjustment in thinking (most smokers die) resolves the conflict with behaviour
(continuing to smoke).

University is a breeding ground for cognitive dissonance. The University of Northern British Columbia (UNBC) is certainly no exception. The university system operates
on the myth that every student is able to devote all of their time and energy to studying. This system is structured as though every student were eighteen years old and fresh
out of high school. The reality of the situation is that many students are actually in their late twenties, or even older. Along with this inconsistency is the myth that every
student has a rich father who is paying all the bills and a mother who stays home to do laundry, cook meals, and take care of any other aspects of daily living that might
distract the student from studying. |

The vast majority of students are able to go to university only through the assistance of student loans. There are a great number of students in university who in addition |
to financial responsibilities, have young children to care for. Some of these students are single parents, with all the extra responsibilities that involves. Most students have
car payments, rent or mortgage payments, part-time jobs, as well as numerous other obligations. Few students are in a position which is compatible with the university
system as it is designed. Even those students who actually come to university straight out of high school, and live at home with their parents, may still have outside
responsibilities such as car payments and part-time jobs.

The result of this incompatibility between the system and the student’s reality creates cognitive dissonance. Take the case of a student whose professor asks for an etra —

written assignment to be handed in the next day. The student may arrive home to dirty dishes, laundry that needs to be done, supper to be cooked, and just for added
measure, a sick child. The best part of the evening is then spent taking care of household chores, bathing kids, and a previously unscheduled visit to the walk-in clinic with
the sick child. The student then must stay up until 2:00 in the morning in order to complete the extra assignment. The next day, the student will likely hand in the assignment
with no comment on the enormous effort it took to complete. This particular student’s reality, or belief structure, is based not only on school work, but also includes caring
for children, household chores, bills, and car payments. The student’s behaviour however, is consistent with someone who has no other responsiblilities outside of school
work. The student has conformed to the expectations of the university system. The result is cognitive dissonance. Universities are filled with people who believe one way and
behave another.

So, what happens to all these pedple who are operating in a system which tells them reality is a particular way, when in fact their reality is nothing like that? Adjustments
have to be made. The individual’s survival depends on it. Since it is unlikely that the system will change, the only adjustment which is feasible is to change the individual’s
belief structure. For example, at the beginning of the year a student may believe that a particular assignment is of the utmost importance since it is worth 30% of their mark.
As the due date for that assignment approaches, the student may realize that given all of their other responsibilities, there are simply not enough hours in the day to do an ,
adequate job on this assignment. The cognitive dissonance created by this internal conflict between belief (30% is of the utmost importance) and the reality of the situation ,
(other responsibilities take precedence) can only be resolved by an adjustment in either the student’s belief or the student’s behaviour. Since it is unlikely that the student will,
abandon the reality of outside responsibilities (children, car payments, etc.) the only feasible option I sto adjust their belief. Thus, the student will likely say, “Oh well, it’s'
only 30% of my mark.” Just as the smoker resolves the inner conflict of belief and behaviour, the student resolves this type of inconsistent with that thinking. It is by making
these types of adjustments in thinking that cognitive dissonance is usually resolved.

The stress created by situations such as this can be enormous. Coping strategies become essential to survival. Since it is unlikely the system will change, only those
individuals who are able to deal with the stress of cognitive dissonance will succeed in university. By being aware of the reality of your particular situation, and coming to
terms with your priorities, it is possible to find a balance between the expectations of the university system and the pressures of reality outside of university.