Psychological Reactance and Promotional Health Messages: The Effects of Controlling Language, Lexical Concreteness, and the Restoration of Freedom

Autor/inn/en	Miller, Claude H.; Lane, Lindsay T.; Deatrick, Leslie M.; Young, Alice M.; Potts, Kimberly A.
Titel	Psychological Reactance and Promotional Health Messages: The Effects of Controlling Language, Lexical Concreteness, and the Restoration of Freedom
Quelle	In: Human Communication Research, 33 (2007) 2, S.219-240 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-3989
DOI	10.1111/j.1468-2958.2007.00297.x
Schlagwörter	Social Influences; Young Adults; Rejection (Psychology); Freedom; Personal Autonomy; Resistance (Psychology); Persuasive Discourse; Health Promotion; Health Behavior; Communication Strategies; Attitudes; Responses + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Young adult; Junger Erwachsener; Ablehnung; Freiheit; Individuelle Autonomie; Resistenz; Persuasion; Persuasive Kommunikation; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Kommunikationsstrategie; Attitude; Einstellung; Verhalten
Abstract	Recent social influence research utilizing psychological reactance theory (J. W. Brehm, 1966) has focused on how reactance motivates message rejection due to threats to perceived freedoms posed by controlling language. Although reactance has been shown to increase message rejection and source derogation, persuasive appeals employing alternative forms of restoration of freedom, as suggested by the theory, have received little if any empirical scrutiny. The present study manipulated the levels of controlling language and lexical concreteness within health messages targeting a young adult population. Results show a number of negative outcomes associated with the use of controlling language but suggest more positive outcomes associated with the use of restoration postscripts. Findings also indicate that relative to abstract language, messages using concrete language receive more attention, are viewed as more important, and generate more positive assessments of the source. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10