Processes and mechanisms of narrative persuasion in entertainment-education interventions through audiovisual fiction. The role of identification with characters
This document summarizes a study on narrative persuasion in entertainment-education interventions. The study examined how identification with characters in a Colombian television series called "Revelados" impacted attitudes. 208 participants viewed different episodes and completed surveys. Results showed that greater identification with main characters led to more cognitive elaboration of the health messages, which in turn shaped more positive attitudes. Specifically, identifying with characters who discussed adolescent sexuality, gender violence, and coming out led viewers to think more about and accept those messages. Counterarguing did not significantly mediate effects. The findings provide evidence that identification is a key mechanism of narrative persuasion for entertainment-education.
Running head: Final Project: Early Methods Section 8
Final Project: Early Methods Section
Student’s Name:
Instructor’s name:
Affiliation:
Course:
Date:
Final Project: Early Methods Section
1. What is your research question?
Does Reality TV influence perceive body image in the adolescent child?
2. What is your hypothesis or hypotheses? What is the null hypothesis?
H0: Reality TV does not influence perceived body image in the adolescent child
H1: Reality TV does influence perceived body image in the adolescent child
3. Participants
To qualify as a participant in the study the age should range from eight years to sixteen years. Culturally, the study will use African American, Caucasian, and other racial backgrounds. I intend to use adolescents from the same socio-economic levels to attain reliability and validity with the current data analysis and collection for the study. I will use an audit trail and reflective journal to achieve a high degree of dependability.
4. Sampling technique
I will use a purposeful sample with the adequate number of adolescents to facilitate efficient and effective saturation of categories. Any negative case enhances validity since it demonstrates that the aspects of the analysis are less than obvious. Top improve transferability in the study I will use moderate populated schools in the samples that attract adolescents from multiple cultures, histories, and comparable socio-economic levels across the city.
5. What are the variables in your study?
Demographic data, race, body dissatisfaction, body image, ethnic background, socioeconomic status, media pressure, awareness, self-confidence, and internalization
6. Provide operational definitions for each variable.
The race will mention the cultural background of each participant. The awareness of body image and self-image begins to form at a young age. It is not clear whether the desire or pressure to become thin affects all adolescents equally. At the age of six, girls desire a thin body and use some types of diet to obtain low weight and thin body. Girls spend a lot of time watching television or magazines to focus on the appearance and use thin models.
Ethnically blacks interpret media influences from white or Hispanics. A majority of white participants indicate a desire to look at thin models shown in advertisements.
The media pressure will present one’s effect of media portrayal. There seems to be a consensus that the mass media does tend to influence one's perception of body image. Exposure of commercials that use thin models leads to higher levels of dissatisfaction with overall body image.
7Measuirng of variables
I will use a Body Dissatisfaction Subscale of the Eating Disorder Inventory to measure specific bodies such as waist and thighs. Additionally, A Multidimensional Media Influence Scale (MMIS) will measure five dimensions of media influence that include awareness of media thin ideal, media pu.
Running head: Final Project: Early Methods Section 8
Final Project: Early Methods Section
Student’s Name:
Instructor’s name:
Affiliation:
Course:
Date:
Final Project: Early Methods Section
1. What is your research question?
Does Reality TV influence perceive body image in the adolescent child?
2. What is your hypothesis or hypotheses? What is the null hypothesis?
H0: Reality TV does not influence perceived body image in the adolescent child
H1: Reality TV does influence perceived body image in the adolescent child
3. Participants
To qualify as a participant in the study the age should range from eight years to sixteen years. Culturally, the study will use African American, Caucasian, and other racial backgrounds. I intend to use adolescents from the same socio-economic levels to attain reliability and validity with the current data analysis and collection for the study. I will use an audit trail and reflective journal to achieve a high degree of dependability.
4. Sampling technique
I will use a purposeful sample with the adequate number of adolescents to facilitate efficient and effective saturation of categories. Any negative case enhances validity since it demonstrates that the aspects of the analysis are less than obvious. Top improve transferability in the study I will use moderate populated schools in the samples that attract adolescents from multiple cultures, histories, and comparable socio-economic levels across the city.
5. What are the variables in your study?
Demographic data, race, body dissatisfaction, body image, ethnic background, socioeconomic status, media pressure, awareness, self-confidence, and internalization
6. Provide operational definitions for each variable.
The race will mention the cultural background of each participant. The awareness of body image and self-image begins to form at a young age. It is not clear whether the desire or pressure to become thin affects all adolescents equally. At the age of six, girls desire a thin body and use some types of diet to obtain low weight and thin body. Girls spend a lot of time watching television or magazines to focus on the appearance and use thin models.
Ethnically blacks interpret media influences from white or Hispanics. A majority of white participants indicate a desire to look at thin models shown in advertisements.
The media pressure will present one’s effect of media portrayal. There seems to be a consensus that the mass media does tend to influence one's perception of body image. Exposure of commercials that use thin models leads to higher levels of dissatisfaction with overall body image.
7Measuirng of variables
I will use a Body Dissatisfaction Subscale of the Eating Disorder Inventory to measure specific bodies such as waist and thighs. Additionally, A Multidimensional Media Influence Scale (MMIS) will measure five dimensions of media influence that include awareness of media thin ideal, media pu.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
53%
SIMILARIT Y INDEX
28%
INT ERNET SOURCES
21%
PUBLICAT IONS
46%
ST UDENT PAPERS
1 35%
2 2%
3 2%
4 1%
5 1%
6 1%
7 1%
Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
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pesquisa.bvsalud.org
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www.ncbi.nlm.nih.gov
Int ernet Source
journal.f rontiersin.org
Int ernet Source
www.redalyc.org
Int ernet Source
www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
Int ernet Source
www.raikesf oundation.org
Int ernet Source
www.medicalnewstoday.com
Int ernet Source
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journals.plos.org
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etheses.bham.ac.uk
Int ernet Source
commons.pacif icu.edu
Int ernet Source
tigerprints.clemson.edu
Int ernet Source
www.livestrong.com
Int ernet Source
Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
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· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
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Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
53%
SIMILARIT Y INDEX
28%
INT ERNET SOURCES
21%
PUBLICAT IONS
46%
ST UDENT PAPERS
1 35%
2 2%
3 2%
4 1%
5 1%
6 1%
7 1%
Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
Int ernet Source
8 1%
9 1%
10 1%
11 1%
12 1%
13 1%
14 1%
15 1%
16 1%
17 <1%
18 <1%
pesquisa.bvsalud.org
Int ernet Source
www.ncbi.nlm.nih.gov
Int ernet Source
journal.f rontiersin.org
Int ernet Source
www.redalyc.org
Int ernet Source
www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
Int ernet Source
www.raikesf oundation.org
Int ernet Source
www.medicalnewstoday.com
Int ernet Source
19 <1%
20 <1%
21 <1%
22 <1%
23 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches < 8 wo rds
journals.plos.org
Int ernet Source
etheses.bham.ac.uk
Int ernet Source
commons.pacif icu.edu
Int ernet Source
tigerprints.clemson.edu
Int ernet Source
www.livestrong.com
Int ernet Source
Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
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Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
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Processes and mechanisms of narrative persuasion in entertainment-education interventions through audiovisual fiction. The role of identification with characters
1. TEEM’14
Techological Ecosystems for Enhancing Multiculturality
Salamanca, October 1-3, 2014
Track 6: “Communiction, Education and Health Promotion”
Processes and mechanisms of narrative persuasion in
entertainment-‐‑education interventions through
audiovisual fiction.
The role of identification with characters
Juan-José Igartua1 & Jair Vega2
1 University of Salamanca (Spain) – 2 Universidad del Norte (Colombia)
2. Main goal
To improve our knowledge of the
explanatory processes of narrative
persuasion in the field of health
communication using data
obtained in a study of
entertainment-education based on
audiovisual fiction.
3. Introduction
Empirical study:
• Experimental
research.
• 208 participants.
• Mediation analysis.
Theroretical background:
• Narrative persuasion.
• Entertainment-Education
approach and health
communication.
• TV series: “Revelados,
desde todas las
posiciones” (Colombia).
4. Narrative persuasion
• How exposure to (fictional)
narratives designed to entertain
can cause persuasive effects
(Green & Brock, 2000).
• Narratives (such as television
series or movies) are processed
differently from traditional
persuasive messages (such as
commercial advertisements),
(Slater & Rouner, 2002).
5. Traditional persuasive messages
versus narratives
Persuasive messages Narratives
• Contain list of arguments
in an explicit way.
• Show a clear
educational or
attitudinal goal.
• Processing goal: to
develop a correct
attitude.
• Illustrate through the
presentation of events.
• Action is focused on
the main characters.
• Designed for
enjoyment.
• Processing goal: to
become involved in
the story and on the
characters.
6. Dual models versus narrative
persuasion models
• Main process in dual models
of rethorical persuasion (e.g.,
ELM): cognitive elaboration
(reflection, issue-relevant
thoughts).
• Main process (mechanisms)
of narrative persuasion:
transportation and
identification with the
characters.
7. Identification with characters
Identifying with characters is an imaginative process
that involves the temporal replacement of own’s
identity with that of a character from an affective and
cognitive point of view (Cohen, 2001).
Emotional empathy (the ability to feel what the
characters feel).
Cognitive empathy (adopting the point of view of the
characters).
Merging (a temporal loss of self-‐‑awareness and
imagining the story as if one were one of the
characters).
8. Narrative models in Health
Communication
• Extended Elaboration Likelihood Model, E-ELM,
(Slater & Rouner, 2002).
• Entertainment Overcoming Resistance Model,
EORM (Moyer-Gusé, 2008).
Identification
with the
characters
Counterarguing
AKitudinal
impact
-‐‑
-‐‑
BUT, empirical research into this topic
is in its early stages and has shown
contradictory findings.
9. TV series and Entertainment-‐‑
Education
• Even though
narrative formats do
not explicitly present
arguments from an
external source,
these can appear in
dialogues taking
place among
characters during
certain moments of
the story.
Fictional narrative formats
(e.g., TV series) designed
to bring about positive
social change show a clear
educational component.
10. Identification and cognitive
processes
Two possible relationships between identification and
cognitive processes.
① Identification (empathy dimension) can stimulate
involvement with the messages “(…) which, in turn,
increases the elaboration of messages and their
potential persuasive effects” (Cohen, 2001, p. 260).
② Identification (which also involves a temporary loss
of self-awareness) most likely would lead to a less
critical reading of the message.
11. Our main objective
To test to what extent the attitudinal impact
caused by exposure to fictional audiovisual
contents designed as entertainment-education
platforms (through the Colombian
television series “Revelados, desde todas las
posiciones”) is explained because
identification leads to a greater reflection or
rather to a greater counterarguing.
12. Hypotheses
Hypothesized Mediation Model: indirect effects of identification
with the characters on aKitudes through cognitive elaboration and
counterarguing
13. Method
• N = 208 participants (age 14-20, mean = 15.85; 51.9%
women).
• An experimental study (in Cololmbia, 2013).
• TV series “Revelados, desde todas las
posiciones” (RDTP).
https://www.youtube.com/user/REVELADOSDTP
• Participants were randomly divided in three groups
(each group a different RDTP episode).
• The impact of viewing the episodes was assessed though
a questionnaire containing scales to measure reception
processes and attitudinal impact.
14. RDTP
• RDTP is a television series
addressed to young people
between the ages of 12 and
19, produced by the
Fundación Imaginario in
Colombia.
• Educational contents: sexual
relation, sexual diversity and
gender violence.
• First season: 20 episodes lasting
about 15 minutes each and
presents a story with continuity
from one episode to another.
The main characters:
Camila, Juan Carlos,
Vanessa and Sebastián.
15. RDTP: Episodes and topics
Episode 8: Adolescent sexuality: this episode
aKempts to reinforce positive beliefs about sexual
decision-‐‑making.
Camila is the main character of the episode
transmiKing the educational message.
Episode 10: Gender violence: to reinforce an
aKitude of rejection of gender violence.
Vanessa is the main character of the episode
transmiKing the educational message.
Episode 17: Expressing homosexual feelings: to
reinforce a positive aKitude toward gay men who
decide to openly express their sexual orientation .
Juan Carlos is the main character of the episode
transmiKing the educational message.
16. Instruments and variables
• Identifiction with the main
characters (11 items scale;
αCamila = .86, αVanessa = .89,
αSebastian = .91, αJuan Carlos = .
89).
• Cognitive elaboration (4
itmes scale; α= .83).
• Counterarguing (4 items
scale; α= .72).
• Attitudinal impact: different
topics (adolescent sexuality,
gender violence and sexual
diversity).
• A questionnaire
administered to the
participants
immediately after
they viewed the
episode.
17. Results
• Macro PROCESS for SPSS (Hayes, 2013).
• A mediation model with two mediating
variables that operate in sequence (model 6).
• The indirect effect was calculated using 10,000
bootstrap samples for bias-corrected bootstrap
confidence intervals.
• An indirect effect is considered statistically
significant if the confidence interval established
(CI at 95%) does not include the value 0.
18. Mediation model: Chapter 8
Identification
with Camila
Cognitive
elaboration
Positive aKitude
toward sexual
decision-‐‑making
Counterarguing
Indirect effect
Identification -‐‑> Cognitive elaboration -‐‑> AKitudes
B = .28, SE = .14, 95% CI [.01, .65]
.72 ***
.40 *
.51 ***
Direct effect = .23
-‐‑.07
-‐‑.16
* p < .05, *** p < .001
Total effect = .47 **
19. Mediation model: Chapter 10
Identification
with Vanessa
Cognitive
elaboration
Negative aKitude
toward gender
violence
Total effect = .12
Counterarguing
Indirect effect
Identification -‐‑> Cognitive elaboration -‐‑> AKitudes
B = .33, SE = .13, 95% CI [.10, .65]
.57 ***
.58 **
.34 **
Direct effect = -‐‑.12
.28 *
-‐‑.17
* p < .05, ** p < .01, *** p < .001
20. Mediation model: Chapter 17
Identification
with Juan Carlos
Cognitive
elaboration
Positve aKitude
toward gay men
coming out
Total effect = -‐‑.07
Counterarguing
Indirect effect
Identification -‐‑> Cognitive elaboration -‐‑> AKitudes
B = .18, SE = .12, 95% CI [.02, .54]
.48 *
.37 *
.18
Direct effect = -‐‑.31
.05
.36 +
+ p < .10, * p < .05, *** p < .001
21. Discussion and conclusions
• This study confirm the
important role of
identification with characters
as one of the mechanism of
narrative persuasion.
• A greater identification with
the main character was
associated with a greater
cognitive elaboration, in turn
leading to prosocial
attitudes.
• Counterarguing did not play
a significant mediating role.
The models of narrative persuasion
and the dual models of rhetorical
persuasion may be compatible in
certain contexts, such as when
messages are designed in such a way
that the characters make explicit the
arguments supporting the prosocial
or preventive message through their
dialogues.
22.
23. Thank you very much!
Juan-‐‑José Igartua (*)
University of Salamanca, Spain
hKp://www.ocausal.es
(*) Contact: jigartua@usal.es