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Education Messages (education + message)
Selected AbstractsToward a Theory of Entertainment Persuasion: Explaining the Persuasive Effects of Entertainment-Education MessagesCOMMUNICATION THEORY, Issue 3 2008Emily Moyer-Gusé A growing body of research indicates that entertainment-education programming can be an effective way to deliver prosocial and health messages. Some have even speculated that entertainment-education may be more effective than overtly persuasive messages in certain circumstances. Despite empirical advances in this area, more work is needed to understand fully what makes entertainment-education unique from a message-processing standpoint. To this end, the present article has three objectives. First, the article examines the involvement with narrative storylines and characters that is fostered by entertainment programming. This includes a much-needed explication and separation of several related constructs, such as identification, parasocial interaction, similarity, and others. Second, the article reviews and synthesizes existing theories that have addressed entertainment-education message processing. Third, the article builds on these theories, presenting an expanded theoretical framework. A set of propositions is advanced and directions for future research are discussed. In total, the article offers a clarification of existing concepts that are critical to the study of entertainment-education, a synthesis of relevant theory, and a set of propositions to guide future research in entertainment-education message effects. Résumé Pour une théorie de la persuasion spectacle : Une explication des effets persuasifs des messages ludoéducatifs Un nombre croissant d,études indiquent que la programmation ludoéducative peut être une façon efficace de transmettre des messages à caractère social et sanitaire. Certaines ont même supposé que dans certaines circonstances, les messages ludoéducatifs pouvaient être plus efficaces que les messages ouvertement persuasifs. Malgré des avancées empiriques dans ce domaine, plus de travaux sont nécessaires pour bien comprendre ce qui rend les messages ludoéducatifs uniques du point de vue de leur traitement. À cette fin, cet article a trois objectifs. Premièrement, il examine l'engagement envers l,intrigue narrative et les personnages qui est généré par la programmation ludique. Cela inclut une explication et une séparation, fortement nécessaires, de plusieurs construits liés, comme l'identification, l,interaction parasociale et la similarité, entre autres. Deuxièmement, l'article passe en revue et synthétise les théories existantes qui ont abordé le traitement des messages ludoéducatifs. Troisièmement, l,article met à profit ces théories pour présenter un cadre théorique élargi. Un ensemble de propositions sont soumises et des éléments de recherche future sont commentés. Dans l'ensemble, l,article clarifie les concepts cruciaux pour l'étude des messages ludoéducatifs. Il offre également une synthèse des théories pertinentes ainsi qu,un ensemble de propositions pouvant guider la recherche future sur les effets des messages ludoéducatifs. Abstract Zu einer Theorie unterhaltender Persuasion. Die Erklärung persuasiver Effekte von Entertainment-Education Botschaften Immer mehr Studien zeigen, dass Entertainment-Education Programme ein effektiver Weg sein können, prosoziale und gesundheitsrelevante Botschaften zu vermitteln. Dabei wird sogar spekuliert, dass Entertainment-Education unter bestimmten Umständen möglicherweise effektiver als offensichtlich persuasive Botschaften ist. Trotz der empirischen Fortschritte auf dem Gebiet braucht es mehr Forschung, um zu verstehen, was Entertainment-Education bezogen auf die Verarbeitung der Botschaft so einzigartig macht. Dieser Artikel hat daher drei Ziele: Erstens untersucht dieser Artikel das Involvement mit narrativen Storylines und Figuren, das durch unterhaltende Programme befördert wird; dazu gehört die Explikation und Abgrenzung verschiedener verwandter Konstrukte wie Identifikation, parasoziale Interaktion, Ähnlichkeit und anderen. Zweitens bewertet und erläutert dieser Artikel bestehende Theorien, welche die Verarbeitung von Entertainment-Education Botschaften betrachten. Aufbauend auf diese Theorien präsentiert dieser Artikel drittens einen erweiterten theoretischen Rahmen. Eine Reihe von Propositionen wird fortgeschrieben und zukünftige Forschungsrichtungen werden diskutiert. Zusammengefasst bietet dieser Artikel die Klärung bestehender Konzepte, welche zentral für die Untersuchung von Entertainment-Education sind und eine Synthese relevanter Theorien und Propositionen, die forschungsleitend für die Untersuchung von Entertainment-Education Botschaftseffekten sind. Resumen Hacia una Teoría del Entretenimiento Persuasivo: Explicando los Efectos Persuasivos de los Mensajes de Entretenimiento Educativo Un cuerpo de investigaciones creciente indica que la programación de entretenimiento educativo puede ser una manera efectiva de enviar mensajes pro-sociales y de salud. Algunos han especulado que el entretenimiento educativo puede ser más efectivo en ciertas circunstancias que los mensajes abiertamente persuasivos. A pesar de los avances empíricos en esta área, se necesita más trabajo para comprender totalmente qué hace al entretenimiento educativo único desde el punto de vista del procesamiento del mensaje. Con ese objeto, el artículo presente tiene tres objetivos. Primero, el ensayo examina la implicación emocional de los guiones narrativos y los personajes que es fomentada por la programación de entretenimiento. Este incluye una explicación muy necesaria y la separación de varios constructos relacionados, tales como identificación, interacción para social, similitud, y otras. Segundo, este ensayo revisa y sintetiza las teorías existentes que tratan el procesamiento de los mensajes de entretenimiento educativo. Tercero, el artículo se construye sobre esas teorías, presentando un marco teórico ampliado. Un grupo de proposiciones es promovido y direcciones para la investigación futura son discutidas. En total, este ensayo ofrece una clarificación de los conceptos existentes que son críticos para el estudio del entretenimiento educativo, una síntesis de la teoría relevante, y un grupo de proposiciones para guiar la investigación futura sobre los efectos de los mensajes de entretenimiento educativo. ZhaiYao Yo yak [source] An exploration of factors that influence the regular consumption of water by Irish primary school childrenJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 5 2008C. Johnston Molloy Abstract Background, Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. Methods, In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Results, Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. Conclusions, The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water. [source] Public perceptions about low back pain and its management: a gap between expectations and reality?HEALTH EXPECTATIONS, Issue 3 2000Jennifer A. Klaber Moffett PhD MSc MCSP Objective To compare public perceptions and patient perceptions about back pain and its management with current clinical guidelines. Design A survey using a quota sampling technique. Setting On-the-street in South Derbyshire in the UK. Subjects 507 members of the general population aged between 20 and 60 years, including a representative subsample of 40% who had experienced back pain in the previous year. Survey To test knowledge and perceptions of back pain and its best management using statements based on The Back Book which was produced in conjunction with the Royal College of General Practitioners and based on best available evidence. In addition expectations of back pain management and outcome were investigated. Results Forty percent of this sample had experienced back pain during the previous year, more than half of whom had consulted their GP. More than half believed the spine is one of the strongest part of the body, but nearly two thirds incorrectly believed that back pain is often due to a slipped disc or trapped nerve. Two thirds expected a GP to be able to tell them exactly what was wrong with their back, although slightly fewer among those who had consulted. Most expected to have an X-ray, especially if they had consulted. Most recognised that the most important thing a GP can do is offer reassurance and advice. The responses were not related to age, gender or social class. Those who had consulted appeared to have slightly more misconceptions: this could be partly due to people with more severe problems or more misconceptions being more likely to consult, but also suggests either that GPs are still giving inaccurate information or at least failing to correct these misconceptions. Conclusions The problem of managing back pain might be reduced by closing the gap between the public's expectations and what is recommended in the guidelines through the promotion of appropriate health education messages. Further professional education of GPs also appears to be needed to update them in the most effective approach to managing back pain. [source] Meeting patient needs in the hospital setting, are written nutrition education resources too hard to understand?NUTRITION & DIETETICS, Issue 3 2008Louise PERKINS Abstract Aims:, To determine the readability of written nutrition education resources currently used in the Nutrition and Dietetics Department in a large teaching hospital and assess whether these resources are of an appropriate readability level for the target population. Methods:, Dietitians in the department (n = 17) were interviewed to identify resources in use. Readability analysis of current resources (n = 235) followed, using the Simplified Measure of Gobbledegook (SMOG). The SMOG scores were compared with census data for the average reading ability of the target population based on the number of school years completed. Results:, The readability level for the resources ranged from 6 to 15. The mean was 10.4 ± 1.89 (n = 235). This compared with a reading ability in the target population of between years 6 and 8. This discrepancy suggests that the resources may be too complex and are unlikely to be well understood by the target population. Conclusions:, In the time-poor clinical environment where there is reliance on written nutrition resources to support and reinforce education messages, it is pertinent to pay more attention to readability level. Written resources are unlikely to be effective if they are too complex. It is therefore suggested that dietitians consider the readability when developing and reviewing written nutrition education resources to ensure best-quality patient care. The results of this project suggest that the SMOG index is a useful method to use for this purpose as it is widely available, easy to use and expedient in implementation. [source] Low rates of colorectal, cervical, and breast cancer screening in Asian Americans compared with non-Hispanic whitesCANCER, Issue 1 2006Cultural influences or access to care? Abstract BACKGROUND Asian Americans have lower cancer screening rates compared with non-Hispanic whites (NHWs). Little is known about mechanisms that underlie disparities in cancer screening. The objectives of the current study were 1) to determine the relation between nativity, years in the United States, language, and cancer screening in NHWs and Asian Americans, independent of access to care and 2) to determine whether Asians reported different reasons than NHWs for not obtaining cancer screening. METHODS This population-based study included 36,660 NHWs, 1298 Chinese, 944 Filipinos, 803 Koreans, 857 Vietnamese, and 1036 Other Asians from the 2001 California Health Interview Survey. The main study outcomes were 1) self-reported colorectal, cervical, and breast cancer screening and 2) reasons for not obtaining cancer screening. RESULTS After adjusting for access to care, several Asian subgroups still had significantly lower rates of all types of cancer screening compared with NHWs. Adjusting for nativity, years in the United States, and English language attenuated the relation between Asian ethnicity and lower rates of colorectal and breast cancer screening. When they were asked what the most important reason was for not having each screening test, foreign-born Asians were significantly more likely than United States-born NHWs to report that they "didn't have problems/symptoms" (P<.01). CONCLUSIONS Nativity, years in the United States, and English language may be markers of cultural differences that are mediating cancer screening disparities. Foreign-born Asians may believe that cancer screening is in response to symptoms rather than tests that are used prior to the development of symptoms. Health education messages must consider how to communicate effectively that "cancer screening is valuable, because it finds cancer before it is advanced enough to cause symptoms." Cancer 2006. © 2006 American Cancer Society. [source] Advancing Entertainment Education: Using The Rosie O'Donnell Show to Recognize Implementation Strategies for Saturated MarketsCOMMUNICATION THEORY, Issue 2 2009Deborah L. Larson Entertainment-education (E-E) has been widely and successfully implemented in developing countries around the world, but it is much harder to utilize in media-saturated countries. However, talk shows can be a niche market for E-E campaigns. As evidence, The Rosie O'Donnell Show has made a significant contribution to the television industry and to entertainment-education research by redefining how advocacy, education, and entertainment can work through a variety talk show format. An extemporaneous talk show can implement E-E campaigns through four main strategies to target its viewers: (1) Variability, or using a variety of forms to provide campaign information, (2) using multimediated synergistic avenues and online connections, (3) creating audience proactivity by using a small group elements to promote self and collective efficacy, and host appeal to bridge the local to national gap, and (4) the host's use of instinctive intentionality in aggregating campaign messages. As executive producer and host of her show, Rosie O'Donnell affected awareness, disseminated educational information, and encouraged proactive behavior with social, political, and philanthropic agendas through repetitive, positive, and proactive entertainment-education messages. [source] Entertainment,Education and Elaboration Likelihood: Understanding the Processing of Narrative PersuasionCOMMUNICATION THEORY, Issue 2 2002Michael D. Slater The impact of entertainment,education messages on beliefs, attitudes, and behavior is typically explained in terms of social cognitive theory principles. However, important additional insights regarding reasons why entertainment,education messages have effects can be derived from the processing of persuasive content in narrative messages. Elaboration likelihood approaches suggest that absorption in a narrative, and response to characters in a narrative, should enhance persuasive effects and suppress counterarguing if the implicit persuasive content is counterattitudinal. Also, persuasion mediators and moderators such as topic involvement should be reduced in importance. Evidence in support of these propositions are reviewed in this article. Research needed to extend application of these findings to entertainment,education contexts, to further develop theory in the area of persuasion and narrative, and to better account for other persuasive effects of entertainment narrative, such as those hypothesized in cultivation theory, are discussed. [source] | ||||||||||