Toward a Theory of Entertainment Persuasion: Explaining the Persuasive Effects of Entertainment‐Education Messages

By Emily Moyer-Gusé. 2008

1,346 citations recorded by the source corpus.

Subfields: Communication, Gender Studies, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5d29523def5542ee36f490909b6b78a96c7d48ba

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Citations in the corpus

Psychological Reactance and Persuasive Health Communication: A Review of the Literature (2019, background): “…and Busselle, 2013), a common rationale supporting the use of narrative appeals is the ability for narratives to communicate persuasive messages in a manner that obfuscate persuasive intent, subsequently minimizing reactance (Slater and Rouner, 2002; Dal Cin et al., 2004; Moyer-Gusé, 2008).”
A 50-Year Review of Psychological Reactance Theory: Do Not Read This Article (2017, positive): “This scholarship led increase (e.g., controlling language, Buller, Borland, & Burgoon, 1998) and decrease (e.g., narrative, Moyer-Guse, 2008) arousal of reactance.”
Social Media Effects on Young Women’s Body Image Concerns: Theoretical Perspectives and an Agenda for Research (2014, background): “These findings, in conjunction with and other research (Moyer-Gusé 2008), suggest that the more that eating disorder sites and related social media content (a) promote identification, (b) are perceived as realistic, (c) contain rich imagery, and (d) elicit perceptions of receiver-source similarity,…”
Explaining the Effects of Narrative in an Entertainment Television Program: Overcoming Resistance to Persuasion (2010, background): “Thus, to the extent that viewers are transported, they are less motivated and less able to interrupt this process to counterargue story points (Green & Brock, 2000; Knowles & Linn, 2004; Moyer-Gusé, 2008; Slater & Rouner, 2002).”
Changing Real‐World Beliefs With Controversial Movies: Processes and Mechanisms of Narrative Persuasion (2012, background): “Although according to the E-ELM counterarguing is an important mediating process for explaining the relation between identification with characters and persuasive impact, in a previous study it was found that the polarity of cognitive responses (measured through a thought-listing technique) was not ”
Identification with characters and narrative persuasion through fictional feature films (2010, background): “However, the level of theoretical development for understanding the mechanisms and processes involved in narrative persuasion is still limited (Dal Cin, Zanna and Fong, 2002; Moyer-Gusé, 2008).”
Involved, Transported, or Emotional? Exploring the Determinants of Change in Knowledge, Attitudes, and Behavior in Entertainment Education (2011, methodology): “This work responds to calls from Moyer-Gusé (2008) who suggests that further research is needed to more fully evaluate the ways in which cognitive processes (particularly narrative involvement and involvement with characters) produce EE effects and from Slater and Rouner (2002) who note that additio”
Parasocial Interaction With Liked, Neutral, and Disliked Characters on a Popular TV Series (2010, result): “This study and other research (e.g., Moyer-Guse, 2008; Papa et al., 2000) suggest that viewers’ perceived similarity with a media character, and their parasocial involvement with the character, can significantly increase the character’s influence on them.”
Cognitive and emotional dimensions of perceived risk characteristics, genre-specific media effects, and risk perceptions: the case of H1N1 influenza in South Korea (2015, background): “Our findings support the idea that, to influence both dimensions of risk characteristics, EE might be a more effective strategy than conveying factual knowledge alone (Moyer-Gusé, 2008).”
Using Experiential Learning to Increase the Recognition of Everyday Sexism as Harmful: The WAGES Intervention (2014, background): “This is not unexpected as the use of entertainment in education is suggested to be more persuasive and perhaps more effective in producing meaningful outcomes (Moyer-Gusé, 2008).”