کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352706 618613 2012 15 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Weighing opposing positions: Examining the effects of intratextual persuasive messages on students’ knowledge and beliefs
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
Weighing opposing positions: Examining the effects of intratextual persuasive messages on students’ knowledge and beliefs
چکیده انگلیسی

The proliferation of new forms of media has given way to a multitude of new text structures, particularly texts designed to alter the receiver’s perspectives. Yet, little is known about the ways in which these novel text structures alter the characteristics of the receiver including one’s knowledge and beliefs. As such, the purpose of this multi-phase investigation was to explore the persuasion process when students read a persuasive message with an intratextual structure. Intratextual persuasion refers to a text structure in which two one-sided texts are presented together as a single message. As a result of reading an intratextual persuasive message, students’ perceived knowledge increased, and their topic beliefs strengthened differentially based upon students’ position on the controversial issue. Moreover, participants judged the characteristics of the overall commentary similarly, but they rated the characteristics of the two opposing texts differentially based on their position. Implications for research and instruction pertaining to persuasive texts with complex argument structure are forwarded.


► The effect of an intratextual persuasive message varies by reader position.
► An intratextual persuasive message promotes primarily case building.
► Reactions to an intratextual persuasive message vary based on readers’ position.
► Similar reactions to the constituting texts of an intratextual persuasive message.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 37, Issue 2, April 2012, Pages 113–127
نویسندگان
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