Lu Xiao and Sara E. Burke
Scholars of persuasion have long made a distinction between appeals to logic, emotion and authority- logos, ethos and pathos- but ideas developed to account for live face-to-face…
Abstract
Purpose
Scholars of persuasion have long made a distinction between appeals to logic, emotion and authority- logos, ethos and pathos- but ideas developed to account for live face-to-face conversation processes must also be tested in new media. We aimed to test the effectiveness of these three strategies in one-to-one chats through different communication media.
Design/methodology/approach
With a 3 × 3 × 2 between-subject factorial design, we tested these three strategies in one-to-one chats (female–female or male–male pairs) through three communication media: face-to-face, Skype video or Skype text. The persuasion scenario was adapted from prior studies in which students were presented with the idea of requiring a comprehensive exam as part of their degree. The participants were all undergraduate students of a major university in USA.
Findings
Our results showed trivial differences between female–female and male–male conditions. The logos appeal worked best overall in persuading the participants to change their reported attitudes. Additionally, the explanations provided by the participants for their own opinions were most like the persuasion scripts in the logos condition compared to the other two appeal conditions. Separately, participants indicated some disapproval of the pathos appeal in the text-based chat condition, although this did not seem to make a difference in terms of actual attitude change.
Research limitations/implications
One major limitation of our study is that our subjects are college students and therefore are not representative of Internet users in general. Future research should test these three types of persuasion strategies on people of diverse backgrounds. For example, while logos seems to be most effective strategy in persuading college students (at least in our study), pathos or ethos may be more effective when one attempts to persuade people of different backgrounds.
Practical implications
Although it is enough for a statistical test, our sample size is still relatively small due to constraints on time, personnel and funding. We also recognize that it is challenging both conceptually and empirically to compare the effectiveness of three persuasion strategies separately.
Social implications
Our findings suggest it is helpful to use fact-checking tools to combat disinformation in cases where users may not have sufficient domain knowledge or may not realize the need to identify or examine the given information. Additionally, it may require more effort to negate the impact of the disinformation spread than correcting the information, as some users may not only believe false information but also may start to reason in ways similar to those presented in the disinformation messages.
Originality/value
Past studies on online persuasion have limitedly examined whether and how communication media and persuasion strategies interact in one-to-one persuasion sessions. Our experiment makes an attempt to close this gap by examining the persuasion process and outcome in three different communication media and with three different persuasion strategies.
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Julia Jansen-van Vuuren, Danielle Roberts, Grace L. Francis, Colleen M. Davison, Sharon Gabison and Heather M. Aldersey
COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities…
Abstract
Purpose
COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.
Approach
We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.
Findings
Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.
Implication/Value
This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.
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Sara R. Jaeger, Duncan Hedderley and Halliday J.H. MacFie
To help further our understanding of how keymethodological issues in conjoint analysis influence outcomes, a choice‐based conjoint study measuring consumer preferences for…
Abstract
To help further our understanding of how keymethodological issues in conjoint analysis influence outcomes, a choice‐based conjoint study measuring consumer preferences for pre‐packed apple selection packs was conducted. The role of stimuli presentation format was considered by comparing the performance of physical prototype stimuli and realistic pictorial representations. This indicated no substantial differences in the choice decisions made using the two presentation formats and suggested that photographic images may be used instead of prototype stimuli. A second issue pertained to the need for training and warm‐up exercises prior to the actual conjoint choice task. While this indicated some differences in choice strategies, a significant improvement in internal validity of choice decisions made with and without training was not achieved. One possible explanation for this finding may be that respondents made choices between apple products, a product category for which decision strategies are likely to be stable and well‐developed.
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Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that…
Abstract
Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.
Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.
Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.
Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.
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Pingali Venugopal and Divya Agrawal
Corporate Social Responsibility (CSR) has been in practice in India even before it was mandated by the Companies Act, 2013. While the objectives of CSR varied from philanthropy…
Abstract
Corporate Social Responsibility (CSR) has been in practice in India even before it was mandated by the Companies Act, 2013. While the objectives of CSR varied from philanthropy, being socially responsible to improving the corporate image, the relationship between financial performance and CSR has not been established. Also only a few companies are aligning their CSR activities with their corporate goals. This chapter builds a framework for integrating business with its CSR activities. The first part of the chapter describes how the concept of CSR evolved over years in general and specifically in India. It also discusses the current status of CSR in India. The second part of the chapter uses a well-known CSR model of e-Choupal to build a framework to integrate CSR with business.
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Stewart Clegg, Miguel Pina e Cunha, Medhanie Gaim and Nils Wåhlin
In the long term, all organisations may be temporary. Some, however, are more temporary than others. Temporary organisations are designed not so much with an eye on enduring as on…
Abstract
In the long term, all organisations may be temporary. Some, however, are more temporary than others. Temporary organisations are designed not so much with an eye on enduring as on accomplishing a specific task. In this chapter, the authors explore paradoxes, understood as persistent mutually defining oppositions that occur at the intersection of ‘the temporary’ and ‘the enduring’. To do so, the authors discuss the concept of memory, which we use to explore the process of preserving and reproducing memories of people and events as a bridge between the temporalities of organising that are past and were never intended to endure, and those that are ongoing. By reconstructing one case of the European Capital of Culture initiative, the authors discuss memory as critical to temporary organisations in the sense that temporary organisations always have a memory that affords continuity: hence are enduring. The authors argue that there is endurance in the temporary and temporariness in endurance: expressing the paradoxical essence of organising.
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Alicia Murciano-Hueso, Judith Martín-Lucas, Sara Serrate González and Patricia Torrijos Fincias
The purpose of this paper is to understand the profile of use of gerontechnology in Spanish older adults considering their age group (60–70; 71–80 and over 80 years) and to…
Abstract
Purpose
The purpose of this paper is to understand the profile of use of gerontechnology in Spanish older adults considering their age group (60–70; 71–80 and over 80 years) and to discern whether groups of subjects with similar characteristics can be established to ascertain which factors are behind the profile of frequent gerontechnology use.
Design/methodology/approach
A quantitative study is presented to understand the profile of use of gerontechnology in Spanish older adults. The sample comprised 497 participants (aged between 60 and 94 years).
Findings
The results show that, even though most participants consider technology to be useful in their daily lives, there is still a lack of knowledge on how to use it, especially among older subjects. This highlights the importance of promoting technological cocreation initiatives such as senior living labs.
Research limitations/implications
Other researchers are encouraged to include the voices of older adults using gerontechnology in further studies.
Practical implications
If we want to increase the acceptance of technology by older adults, we must first let them take part in the design of the technologies they will use.
Social implications
This research provides promising data that should merit attention to contribute to the well-being and quality of life of older adults in a society where currently technology is a key part in every sphere of our daily life.
Originality/value
The value of this research lies in the implications of “aging in place” studies today.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
Sara Zaniboni, Franco Fraccaroli, Donald M. Truxillo, Marilena Bertolino and Talya N. Bauer
The purpose of this study is to validate, in an Italian sample, a multidimensional training motivation measure (T‐VIES‐it) based on expectancy (VIE) theory, and to examine the…
Abstract
Purpose
The purpose of this study is to validate, in an Italian sample, a multidimensional training motivation measure (T‐VIES‐it) based on expectancy (VIE) theory, and to examine the nomological network surrounding the construct.
Design/methodology/approach
Using a cross‐sectional design study, 258 public sector employees in Northeast Italy (participating in a range of employer‐sponsored training programs) filled out the T‐VIES‐it and questionnaires on goal orientation, job support for learning, and intention to transfer learning gained through training to the workplace. To validate the T‐VIES‐it and test its nomological network confirmatory factor analysis and structural equations models were used.
Findings
Results showed acceptable confirmatory factor analysis fit indices and psychometric properties of the T‐VIES‐it. Acceptable fit indexes were also found for the structural equations models tested. The modified model showed significant relations between learning goal orientation and the three dimensions of training motivation; and between the expectancy subscale and job support and intention to transfer.
Originality/value
The paper highlights that the T‐VIES‐it is a validated multidimensional assessment of training motivation, and the first its kind in Italian. The scale should provide value in training evaluations and in research related to training motivation.
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Antonis Katsiyannis, Dalun Zhang and Sara Moore Mackiewicz
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes…
Abstract
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions.