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An experimental analysis of activist message strategy effect on receiver variables

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Title:
An experimental analysis of activist message strategy effect on receiver variables
Physical Description:
Book
Language:
English
Creator:
Schuch, Andrea
Publisher:
University of South Florida
Place of Publication:
Tampa, Fla.
Publication Date:

Subjects

Subjects / Keywords:
Message strategies
Situational theory of publics
Theory of reasoned action
Activism
Public relations process model
Dissertations, Academic -- Mass Communications -- Masters -- USF   ( lcsh )
Genre:
bibliography   ( marcgt )
theses   ( marcgt )
non-fiction   ( marcgt )

Notes

Abstract:
ABSTRACT: Utilizing communication and activist organization perspectives, this empirical study examined activist message strategies and how they influence variables related to the receiver of activist communication. Specifically, J.E. Grunig's (1997) situational theory of publics and Fishbein and Ajzen's (1975) theory of reasoned action were used to explain the communication effects of the seven activist message strategies developed from Hazleton and Long's (1988) public relations process model. The findings of this study support the premise of situational theory of publics and contribute to the extension of the theory through the inclusion of goal compatibility as a predictor of information seeking behavior and the use of alternative items to operationalize information seeking behavior, such as visiting a Web site. Only partial support was found for the predictions of the theory of reasoned action.^ ^Attitude toward behavior was not found to have a significant influence on behavioral intent. However, the importance of subjective norm to the prediction of behavioral intent was reiterated. Also, the proposition that message strategies influence behavioral intent via their influence on attitude toward strategy was supported. Finally, results of this study partially supported the hypothesis that receiver variables are influenced by activist message strategies. Problem recognition, goal compatibility, attitude toward strategy, and attitude toward behavior were found to be affected by activist message strategies. Problem recognition was influenced most by the persuasive strategy, goal compatibility was most influenced by the threat and punishment strategy, and attitude toward strategy and attitude toward behavior were both influenced most by the cooperative problem-solving strategy.^ Overall, the results of this research suggest that, of the seven activist message strategies, activist organizations will be most successful using persuasive and coercive strategies. This important finding offers a recommendation to activist organizations regarding the most effective strategy to use in message development.
Thesis:
Thesis (M.A.)--University of South Florida, 2007.
Bibliography:
Includes bibliographical references.
System Details:
System requirements: World Wide Web browser and PDF reader.
System Details:
Mode of access: World Wide Web.
Statement of Responsibility:
by Andrea Schuch.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 138 pages.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 001967143
oclc - 263289322
usfldc doi - E14-SFE0002251
usfldc handle - e14.2251
System ID:
SFS0026569:00001


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An experimental analysis of activist message strategy effect on receiver variables
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ABSTRACT: Utilizing communication and activist organization perspectives, this empirical study examined activist message strategies and how they influence variables related to the receiver of activist communication. Specifically, J.E. Grunig's (1997) situational theory of publics and Fishbein and Ajzen's (1975) theory of reasoned action were used to explain the communication effects of the seven activist message strategies developed from Hazleton and Long's (1988) public relations process model. The findings of this study support the premise of situational theory of publics and contribute to the extension of the theory through the inclusion of goal compatibility as a predictor of information seeking behavior and the use of alternative items to operationalize information seeking behavior, such as visiting a Web site. Only partial support was found for the predictions of the theory of reasoned action.^ ^Attitude toward behavior was not found to have a significant influence on behavioral intent. However, the importance of subjective norm to the prediction of behavioral intent was reiterated. Also, the proposition that message strategies influence behavioral intent via their influence on attitude toward strategy was supported. Finally, results of this study partially supported the hypothesis that receiver variables are influenced by activist message strategies. Problem recognition, goal compatibility, attitude toward strategy, and attitude toward behavior were found to be affected by activist message strategies. Problem recognition was influenced most by the persuasive strategy, goal compatibility was most influenced by the threat and punishment strategy, and attitude toward strategy and attitude toward behavior were both influenced most by the cooperative problem-solving strategy.^ Overall, the results of this research suggest that, of the seven activist message strategies, activist organizations will be most successful using persuasive and coercive strategies. This important finding offers a recommendation to activist organizations regarding the most effective strategy to use in message development.
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-/ $r.)<+rn&rrrn & n1r'3 &r r+'0n1 &r&+ nrn&r rrn& ',r=/Mn 1+ rn&rrrn& & / P'=/& !' / P'.C& D=&=/?EPA='=>-& r P'///'3rrr rn & P'=A-& D=/@EP>'C?=& r P'///&rr+& PB'<-/& D=/@EPB.'@<=& r P'//>&rn& P'<>C& D=/@EP='//-& r P'//='3r +3r@ rrn& rrrn& n1F &)<' 3r@'rr3 r"0n1 5 +' 2r0rn'=CA'/??'=A-'/// B'./<'/- "rn'<@.'/?/'<>C'//= $r/ ).rnrr n1 '2r+ '3 rn./M n1

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-< rrnr& / P'EP-='C<=& r P'///'r&rnr & P'>?-& D=<>EP@'>C-& r P'///'3rrnr rn1&). 3nrrnr+ r r&rr+ +n1 &r&+ nrn& rrrn&& rnr'3 =.M n1r r& / P'==&!' / P'=.& DA&=/AEP=-'>->& r P'///' 3rrnr r=Mr n1' %rnr&+& rnr n ';rrrrn&r nr& n'2r rn & P'.CC& 0 =/-EP>'<<@& r P'///&rr+rnr& P'.=?& D=/-EP ='C.<& r P'///&& PB'<>-& D=/-EPB.'?=@& r P'//C'3 r+3rC'

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-. 3rC'rr3 r:rnr" 0n15 +' 2r0rn'==C'/??'.CC'/// :rnr'=<='/@/'.=?'/// B'<@>'/-/B'<>-'//C "rn'/AA'/?@'/=@'>.A $r1 )=nr rn&rr rn&&rn rr'3 && B+,;+ '3rn rrrn & D@&=/@EP>'<?'3&)=rr' rn n rrnr D ( PA'?<& P<'/>E&rr+ D ( PA'A?& P<'.=En+D ( PA'A=& P/'@@E '3n rnrrr n+3r "A'A?<'.= "n+A'A=/'@@ 0nA'=@<'

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-= ;rrr='-./'C< 263+rn r& D@&='=<& P<'/?E&rr+ rnBrD ( P>'.A& P<'.'.<& P<'/
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-A 3r<<'("rn 3n nnn(* ">'=<<'/? "rnBr>'.A<'.< r>'.<<'/< 0n>'./<'=@ 3"n>'<<<'/A "n+>'/-<'.< 5A'??<'.< r3A'=A/'A;rrrA'=Q<'Q 3"nr3 ;rrr '--rr "='. r rrrn'3nrr rn+

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-> & D@&=<=EP<'=AC& r P'.
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-? rrrr+r r&r ++!nr & P'->>& r P'///' 3r@CQQ'><@CQQ'>A-QQ'A=@ QQ !,n'A<A-QQ'->>QQ 5r0'.C@QQ'=C@QQ'A=@QQ'->>QQ QQr/'/M+& / P'=>&!' /P'=>& D<&=/C'C@>& r P'///'3rrr & P'>@C& D=/+! n r'3 &r& r&+n +!n' 3>?M r rr& /P'>-&!' /P'>?& D.&.C=EP<@C'CC>&

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-r P'///')+&r!n& P'-=.& D.CAEP<>'@@<& r P'///&+ r 'r&+3r<>& !n&+ &rr' 3&)>rr'3r<>'r3+5 !,n" 5r0 +' !,n'?@A'/A='-=.'/=> 3+5'/=-'/AC'/=>'-=. $r5 )?nr +' B+,;+r r+ n+'r rn r+& D@&=/?EP.'C/<& r P'//A& .P'/-'=>& P<'/AE& rr+rrn+D ( P>''
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-@ rnBr+ rrr r& ( 'P<'/CC& r P'//-'3+r + +nn'3r'=><'/A "n+>'''/><'=. ">'/A<'
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-C !' /P'A.& D<&.C@EP.& r P'///'3r+ & P'?><& D.CCEP '>/.& r P'///&+r +'3&)C '&r#n B+,;+r r +nr'3 rrn rrrn &rnr& +&+rr '3rrr +r & D@&.C>EP.'-/.& r P'//-& .P'/?@' rn rnBr r +D ( P>'=/& P<'.'.-& P/'C/En

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@/ D ( P>'.<& P<'<@E'3n + rrn+3r< -' 3r<-'( 3+5 3n nnn(* "rnBr>'=/<'.< 3"n>'.-/'C/ 0n>'.<<'<@ "n+>'<@/'C@ r3>'/@<'/< ">'/?<'=@ rA'C<<'EP <'?==& r P'<<>&nr + r'35+ rn n+ n'r rnn +r rrr& ( 'P'C==A& r P'/A?'3+r +n+ n' B+,;+r rr +r r'3rr& &rn+ rr rn1& D>&=/&.C>EP .'.=A& r P'/><& .P'/=?'

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@< 3 r+ ?' 3n++r '3rH,n r I+rr r'3r<@ n n' ,n r ?' r> r3r<@',n"n: r %rn9 +@ A> n r=? ,r> ,+= rn,+ r r n1D ( PA'?-& P<'CAE&rr+ r D ( P.'@>& P<'.CE

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@. n rD ( P.'-@& P<'>=E'3nn1 r +3r<'.C ,n r.'-@<'>= ,.'>/<'=/ +.'A><'.,r.'A><'.A 263+n 1& D>&=/=?&nr + r'3&r D2(E+ rnn n1 r'2( r+ nn+r n DH 62(IE'rrn 1n ,+ r+r rr '3rr +3r./' 3r./'")n0n1 5:r ; %rn%rn(n* n! ,+,r + ,n r .'...'
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@= rn,+ r r rnD ( P>'>?& P/'=@E&rr+,r r D ( P>'.-& P/'-?E rD ( P>'>?/'=@ ,r>'.-/'-? >''/-<'<@ ,A'?C<'<> ,n rA'?/<'/263+rn & D>&.C>EP<'=?&nr +r' 3&rD2(E +r nnr nr 'rr rnn, r+r n+ '3nH,n rI+ rr n+'3 rr +3r..'

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@A 3r..'")n"rn :r ; %rn%rn(n* n! ,,n r 'AC>'>@> '/=/'/.= +, ,n r '=@A'A-A '/=<'/.? 0rrr &n n r+rrrrr+' nn&r nnn4

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@> ( 3nrnn n n)*r26DE '3nr!& + +' )<&+rn&rr rn& n1 r&+r '3n rr r'3r+ rr rnn 1DrG &.//-E'3+r r',r=/M n1+ rn& rrrn&& &&A/M+ rrrn' +r r&r D.//-Ennrrrr '; rr&r&r +rrrnn r'%r nrn

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@? +rr&rrn rr ;r*n1 '3 rnn1 1+r1r rrn'5 +&rr*r& nnn1 rrrr nn')rr%D.// /E&H%r%% nnnr *ID'=/E'5 nrn&! '3r rr n1'0

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@rrrnr' nr&rrrn n 1&rn + rnrr' 3rr rr nrrr ').+ r&+r rnr n1'3 r+ D''"&.///&.///Er rrr 0rr &r nrr'% rnr+r nr&rn n1 n1 '3r+ %D.//?E+rr'r rr nrFrnr r& rr+rn '%rr rr+& r+ +rnrrn' 0r&rn1 '3+rnr* 6r1r* nrn*' rr+ r n1' )=n+r rrn& rrrn&& rnrr'3

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@@ rr)=&r rnr nr+r' r&%6D.//?En nn + n' rrnBr r rn'3&+n + *& r rn&rr+r nBrr' 3r"='<+ rrnBr +rr rn' %6D.//?E8'':6D.// /&.//
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@C 'rnB rr rrn n&+8'' :6rnnrnn& rr&r rr* +rr')+&n rnnr+ +&+ +Jr6* nn' 3r *';r DrnE'0 rrr& *n rnr'r rn* nrnD''nn& n&n&&'E '"n *Hnr J6Jr6 nnnI D)G&
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C/ rnr&rr+ n+ 'r& r+rn rnr&r rr '0 nr & n1nn rrnr' nn rnn& & n'3nnn &r nr'%D.//?Ern rr rn&n + *r' rr&rn rrrrrn'3 &"='.+& rrn rrrrn' )+&r&n nr nn rrrn&rr+ n'% D.//?E rr rn'0r 6rrrr n+* '3 rn& nn r6rr rn'nnrr r+rnr

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C< r1(r6& n rrn' 34 rr +&+ !n r4+)A)>'3 +rr r'r r+ +F+&r!n+ r r'3n+ +' r nrr&&r rD''&
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C. rn! nr +(r6' r! nnr r'3 +
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C= '3r&& nr +Jr6* *' 3rnBrn nnr& *n '3+ r*r rnn1 rr *')+& nn *'%D.//=E&Hr n*r n r&* rn&r ID'..E'nn *nr r+n '3nr *rrn rn+rrr rn'nn nnr6 r'3 r* rrnrn&nr& r6' )-&@&C +r& &r'+ +r r&+)-'3 n + r4n4 r rrr'rr& +<-M rr'

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CA )@+r +'3 r+ +n&+ D%&.//=E'n r nr++r +rr'3r rrr)@ ++ +r+ '+ A.M+ &&r n&r rr' )C+r r'3 r + D%&.//=E'r rrr rr&r r+ CMr '0r1rr + n'+ &+& ++r&! rr D!*G &E'3nrrn r + rrrn r +'n r-M +&rr +r rrr'

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C> + D+Er +++r r&r'0 &rr r r++ ++& P'?><'3rr+ +!nr & P'->>&rr+ rr 3rrrnB r +'3n r++ +'3n+ + r+'& r+ ++rr'3n n+ rrrn+ '0 n&+r + n'0&+ r ++rn' n &+ +nr n4 rn+&nn +&'r& rnBrn r ++ '+ rrrn &r nr6rr ++'

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C? r r+ 6r r'rr rn+r rr n1 +rn ',+ r r n1rn '%r+r n&rn &r++r r' 3 rr &+n r :'n -'%rn rB+& nr r"r DHIE' 0r&&n n,+ F rn1n n'3 r r n1'3n r n rrn '3r 1+r+rr1n n

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C-'D n+++''nE ,r rn '21n,+&r rnrn &nr1r* rn+'3 +nr* rn'3 rn r+ '"rn nr1r+ nr&&&nr1 rrn' 0rrn nn *n '0nr rn&+rr &r'

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C@ ? r H3rr1nr+ Fr* ++I D(*G2*&.///&'
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CC "+rr *')r*D.//-E&H+ rn!r nrr *rID'=-=E' 3+* r1+n Jr6*Dn&
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(nn rn D'#nnnnrr D'=4A@E'5# 0r3n5' :&8''D.///E'rrn&rr& rn rrrr' =nn: ./ D4=.>E')rrr&,8#2+rn &0' :&8''&G)&3'D=' :&8''&G&''DC4<@AE')rrr&,8#2+rn &0' :&8''&G%&8'D
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<=> rnrr CE 010r n6 r' n*E.E >E/E >E1E >E3E >E4E >E5E >E6E n#
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