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In this thesis, the attitude and perception of students with regard to the subject of psychology will be investigated. The question: "Is the subject of psychology perceived by the students more as a humanities or natural science?" represents the core of the investigation. Using the intervention or the classroom course "History of Psychology", it will be investigated within the experimental group whether a change in thinking towards the humanities takes place. Subsequently, it will be measured to what extent the perception of psychology as a natural science or humanities has an influence on satisfaction and whether this is moderated by participation in the intervention in favor of the humanities. Psychology broke away from philosophy circa 100 years ago because the questions that arose could no longer be adequately answered (Gundlach, 2014). Although Wundt, as the founder of modern psychology, pushed the subject methodologically far in the direction of natural science, his intention was to integrate the schools of natural science and the humanities. For him, psychology consisted of different levels and was not based solely on evidence-based results (Wundt, 1922). Further, under efforts of H. Ebbinghaus, psychology developed more and more towards natural science because experimental work produced measurable results (Traxel, 1986). Also, new findings in neuroscience are pushing the subject further and further in the direction of natural science. Everything psychological is now explained entirely in terms of biological research findings (Velden, 2006). In the interview he criticizes that in the meantime it is known where e.g. functional units are located, but there is still no general understanding of the function of these units and that we are still on a very elementary level and that efforts in this direction are "utopian". This discrepancy is also found among students in their perception of psychology. Students tend to classify psychology as a humanities discipline and experience a strong divergence between university orientation and personal inclination, especially at the beginning of their studies (Sänger & Schäfer, 2017). The study suggests that students report higher levels of satisfaction when experiencing a humanities orientation, as this is congruent with their own expectations and perceptions. However, the more advanced the knowledge gained during the course of study, the more this evaluation shifts in favor of the natural sciences. Bühler (1927) already criticized a lack of integration of natural sciences and humanities in the subject. This criticism has been differentiated by Fahrenberg (2015) and Slunecko (2018), among others. Sänger and Schäfer (2017) even call for an independent professorship for history of psychology and philosophy of science, but limit this call to increased historical and philosophy of science educational offerings as part of the curriculum due to a lack of subsidy. Mey and Mruck (2019) criticize psychological research's ignorance of the qualitative perspective and outline numerous advantages in generating local knowledge through qualitative evaluation. In their opinion, a lack of adaptation of psychology at this point would lead to the extinction of the entire field of psychology in the long run. At the FernUniversität Hagen, too, the focus is clearly on empirical research. Thereby, the qualitative approach is almost disregarded and the study program focuses mainly on the quantitative approach (FernUni Hagen Faculty of Psychology, 2022). In an interview on September 6, 2016, Erich H. Witte argues that the theoretical content of psychology is more appropriate as the authoritative definition for the subject than its application aspects. Accordingly, psychotherapy continues to be understood as a component of psychology rather than medicine. However, a further shift in the direction of medicine, ergo natural sciences, can also be perceived here. For example, the law on the reform of psychotherapist training, which came into force on September 1, 2020, encapsulated clinical psychology from the previously polyvalent general psychology course. (Chamber of Psychotherapists, 2020). As an example, the University of Witten/ Herdecke can be mentioned here, which has already adapted the new bachelor's degree program to the new guidelines (University of Witten/ Herdecke, 2020). The orientation is medical and, according to the module manual, does not even include a unit on the history of psychology in the introductory course on psychology (PBM1). With the development pointed out, it seems important to explore the consequences of this creeping transformation. Within this framework, our study will examine whether departments such as history of psychology can elicit a stronger attribution of psychology to the humanities among students. Based on Sänger and Schäfer's (2017) study, many comments from respondents can be gleaned that criticize that too little philosophy is taught in psychology courses and that there has been a detachment from the humanities. Some comments even go so far as to question the neurology craze and that psychology has become overly reductionist. According to Sänger and Schäfer (2017), the personal inclination of the students does not match the university orientation. For the planned intervention "History of Psychology", the study now focuses on different points, but only some of them can be dealt with within this thesis. The H1 is "After the intervention "History of Psychology" the experimental group shows a stronger allocation towards psychology as a humanistic science than the control group". Tested once immediately before and immediately after the face-to-face event. With the help of the anchor effect (Bahnik, 2017), there should be a shift of the evaluation towards humanities at the second questioning and thus there should be an adjustment heuristic (Brewer, 2002) in the sense of the mere-exposure effect (Zajonc, 1982). The necessity of historical background for the subject is considered more positive and also more important. Findings are valued differently depending on the paradigm and thus are always subject to the paradigm of that time (Friedrich, 2018). Ms. Bettenhausen's intervention could sharpen the students' critical and thus more scientific view and lead to more multi-layered thinking. As an addition to H1, H2 reads "This change is moderated by the average grade in the previous psychology course, students with better average grades show a less changed way of looking at things regarding humanities." This hypothesis is based on the train of thought that although all students are subject to this bias, students with better grades are better at remembering the material they have learned and are more likely to notice such effects and biases because of their knowledge (§48 SchulG). Through the Sänger-Schäfer study (2017), it was revealed that there is a discrepancy between personal inclination and university orientation. This could lead to uncomfortable or incompatible feelings among students and cause conflicts on different levels. This theory is known as Cognitive Dissonance and was discovered by Leon Festinger (1957). This, in turn, is where the History of Psychology intervention could come in and help overcome the tension or discrepancy between inclination and alignment. To test these ideas, hypothesis 3 is "After the intervention, the experimental group is more satisfied than the control group."