An Assessment of Economic Education Programs for Journalism Students.

Autor/in	Grunig, James E.
Titel	An Assessment of Economic Education Programs for Journalism Students.
Quelle	(1979), (39 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Business; Change Strategies; Consumer Education; Economics; Economics Education; Information Needs; Information Seeking; Journalism Education; Knowledge Level; Majors (Students); Models; Negative Attitudes; Public Opinion; Public Relations; Student Attitudes + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Business studies; Wirtschaft; Betriebswirtschaft; Lösungsstrategie; Konsumerziehung; Volkswirtschaftslehre; Wirtschaftskunde; Information need; Informationsbedürfnis; Informationserschließung; Wissensbasis; Analogiemodell; Negative Fixierung; Öffentliche Meinung; Public relation work; Öffentlichkeitsarbeit; Schülerverhalten
Abstract	Situational theory was used to isolate two kinds of publics from a sample of 294 journalism and business students to determine whether journalism majors would fit better into different publics and use different cognitive strategies than would students more interested in or more favorable toward business. In contrast to the traditional "domino" model underlying most businesses' public economic education programs (in which knowledge level is directly related to favorable attitudes and favorable behavior), situational theory explains which economic education programs will work for different publics by the varying attitudes those publics have in varying situations. The students in this study indicated their reactions to nine situations involving basic business situations, business consequences, and business relations with government and noted whether they would seek more information about particular situations. The business students fit into publics with high probabilities of communicating both about issues affecting people directly (pollution, quality of products) and about less involving issues (corporate profits, government regulation). Journalism students fit into publics that communicate only about high involvement issues. Variables relating to the knowledge gap hypothesis, however, explain more differences between publics than the variable "college major." (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01