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An Integrative Model of Entertainment-Education Processes and Outcomes

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Abstract:

The uses of entertainment-education (E-E) programs to promote planned social change have grown in popularity in recent years (see Singhal & Rogers, 2002). However, theories mapping the underlying psychological processes and effects of entertainment-education programs are borrowed and adapted from traditional persuasion theories and models of health belief changes. While a general “trans-theory” of E-E effects may be useful in practice, no new theory of communication has been advanced, and questions about the uses of suspense, drama and humor, and receiver’s reactions of sympathy, empathy and modeling, go unanswered. We propose integrating persuasion and behavior change theories with theories on mass media effects, specifically suspense, to propose a new model of E-E processes and outcomes. The advantages of the proposed model, over current practices in E-E theorizing, include more emphasis on heuristic processing and cultivation effects, a more active role of receiver’s in accepting or rejecting emotional portrayals, and a separation of outcomes that are limited to mere attitude change effects, versus changes in both attitudes and behaviors. How E-E programs bridge cultural borderlands, or are written to adapt to different cultural values, is also addressed

Most Common Document Word Stems:

e (148), program (117), charact (88), audienc (68), e-e (67), theori (65), chang (63), process (59), behavior (58), messag (55), entertain (50), one (43), effect (37), j (34), self (33), persuas (31), suspens (31), may (31), efficaci (30), cognit (30), comparison (30),

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entertainment-education, entertainment theory, persuasion, health, social change, culture specific E-E
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MLA Citation:

Wilkin, Holley. and Fernandes, Sangeeta. "An Integrative Model of Entertainment-Education Processes and Outcomes" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p111697_index.html>

APA Citation:

Wilkin, H. A. and Fernandes, S. , 2003-05-27 "An Integrative Model of Entertainment-Education Processes and Outcomes" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p111697_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The uses of entertainment-education (E-E) programs to promote planned social change have grown in popularity in recent years (see Singhal & Rogers, 2002). However, theories mapping the underlying psychological processes and effects of entertainment-education programs are borrowed and adapted from traditional persuasion theories and models of health belief changes. While a general “trans-theory” of E-E effects may be useful in practice, no new theory of communication has been advanced, and questions about the uses of suspense, drama and humor, and receiver’s reactions of sympathy, empathy and modeling, go unanswered. We propose integrating persuasion and behavior change theories with theories on mass media effects, specifically suspense, to propose a new model of E-E processes and outcomes. The advantages of the proposed model, over current practices in E-E theorizing, include more emphasis on heuristic processing and cultivation effects, a more active role of receiver’s in accepting or rejecting emotional portrayals, and a separation of outcomes that are limited to mere attitude change effects, versus changes in both attitudes and behaviors. How E-E programs bridge cultural borderlands, or are written to adapt to different cultural values, is also addressed

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Document Type: .PDF
Page count: 29
Word count: 8413
Text sample:
EE theory 1 Abstract The uses of entertainment-education (E-E) programs to promote planned social change have grown in popularity in recent years (see Singhal & Rogers 2002). However theories mapping the underlying psychological processes and effects of entertainment-education programs are borrowed and adapted from traditional persuasion theories and models of health belief changes. While a general “trans-theory” of E-E effects may be useful in practice no new theory of communication has been advanced and questions about the uses of
Anticipated Attitude Reactions to Change Attraction to Characters Program Self- Efficacy Peripheral Processing Behavior Attitude Change Change Heuristic/ No Cultivation Effect Effects


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