Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item Writing to Discover: Adding Complexity to Views Of Writing As an Agent of Change in Undergraduates’ Knowledge, Interest, Confidence, and Calibration(2024) van Meerten, Julianne E.; Bolger, Donald J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The rationale behind the present study consisted of evidence reported to date for Galbraith et al.’s (1999, 2018, 2023) dual-process model of writing, suggesting that not only do writers engage in knowledge transformation, but in the development of new knowledge. An additional aspect of Galbraith et al.’s (2023) work is their proposal and validation of a novel subjective knowledge measure, tailored to those two processes, with potential to be used as a tool for calibration, knowledge activation, and learning. The purpose of the present study was to (a) investigate knowledge development comparing two different writing tasks relative to a comparison task of rereading a text passage, (b) explore patterns in subjective knowledge, confidence, and situational interest ratings throughout engagement with such tasks, (c) examine the predictive power of those ratings for post-intervention knowledge, and (d) compare confidence ratings with evidence of knowledge, that is, calculating calibration scores.The study used a pretest-posttest repeated measures intervention design, in which 146 undergraduate students, enrolled in human development and psychology research methodology courses, were randomly assigned to experimental or comparison conditions. Students in all conditions started by reading a text on the topic of research design, after which students in the experimental conditions engaged in two writing activities, consisting of a free-write (for both experimental conditions) and either an explanatory or persuasive writing task. Simultaneously, students in the comparison condition reread the initial text twice while being tasked with, first, surface-level strategies and, second, deep-level reading strategies. At least a week after the intervention, students in all conditions completed a transfer test, consisting of an argument writing task. Students rated their subjective knowledge about the topic (using an adapted version of Galbraith et al.’s [2023] instrument), confidence in their knowledge about the topic, and situational interest in the topic at hand multiple times throughout the study. The study occurred in real classrooms, using materials akin to existing course materials, on a topic already part of existing course curricula but not yet covered, which contributed to its high ecological validity. Exploratory factor analyses indicated that the two subscales of subjective knowledge ratings and the single-item confidence rating needed to be combined into one factor (Subjective Knowledge/Confidence; SKC) and treated as such in all analyses. Further, tests of condition regarding knowledge gains, one of the primary hypotheses, needed to be adjusted because of a failure of randomization between groups that was observed upon analyzing initial between-group equivalence. Despite random assignment to conditions, significant differences between conditions on the primary dependent variable of conceptual knowledge were found at pretest for the comparison (control) group. Because such a difference at pretest would invalidate any causal conclusions drawn from comparisons between the experimental and comparison conditions, further comparisons were made only between the two experimental groups in addressing those research questions that pertained to the effect of condition on changes in knowledge and the subjective factors measured, as well as the predictive value of those subjective factors for post-intervention knowledge levels. Findings indicated that the writing intervention central to the present study had a positive, significant effect on learning about the topic of research design for students in both experimental conditions (i.e., explanation and persuasion) relative to their pretest knowledge levels. Additionally, students in the persuasion group were significantly better calibrated than students in the rereading group, and SKC ratings at posttest were a significant predictor of transfer-test knowledge scores for both the explanation and the persuasion groups, indicating an improved relationship between confidence and actual knowledge levels. The findings of this study underscore the importance of providing students with a range of learning strategies, including rereading and writing, to help them acquire knowledge. Educators can use these findings to inform their instructional decisions, recognizing that students’ individual needs will vary and that a combination of strategies may be most effective in promoting knowledge development.Item A Theory of Argumentative Norms: Conceptualizing and Evaluating Domain-Specific Argumentative Expectations(2021) Stoltz, Nathaniel Halkias; Hample, Dale; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This project develops and tests a theory, the Theory of Argumentative Norms. The Theory of Argumentative Norms states that individuals carry specific social norms into interpersonal arguments that depend on the goal of the argument—persuasion, inquiry, identity, or play. Conforming to these norms is theorized to lead to optimal argumentative perceptions and outcomes, and violating any of these norms is thus theorized to lead to more negative consequences. The first two chapters detail the theory and its specific normative constructs, leading to the construction of ten hypotheses and a research question. The nature of the theory called for the creation of new instruments and stimuli, so the next two chapters detail the piloting of these measures and materials. The predictions are then tested in two further studies, primarily by the construction and manipulation of dialogic argument vignettes that do or do not contain particular violations, and then asking participants to rate the vignettes for their conformity to argument norms and for other argumentative perception and outcome measures. Findings of the research were mostly supportive of the theory: it was found that norm violations were associated with significantly more negative perceptions than normative arguments, both with respect to in-the-moment perceptions (argument quality, pleasantness) and outcomes (goal attainment, future willingness to argue, escalation). The theory also predicted that different argument goals would be associated with different patterns of outcomes, but these predictions were mostly unsupported.Item CREATIVE PERSUASION: ENHANCING WELL-BEING AND SELF-EFFICACY THROUGH THEATRICAL PERFORMANCE(2018) Ganzermiller, Josie Deanna; Khamis, Sahar; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This manuscript is intended as a first step in exploratory research to examine the efficacy of creative performance in entertainment-based health interventions, as well as the cognitive mechanisms for that efficacy. Creative performance for the purposes of this study is defined as engaging in an activity that requires the participant to use his or her body to creatively portray a character and/or enact a message. While much is known about the efficacy of entertainment-based health interventions, less empirical work has focused on how merely participating in creative performance promotes well-being. Well-being is psychological and mental health, which is more than the absence of mental disorder or disease, but rather the state of "optimal psychological functioning and experience" (Ryan & Deci, 2001). This document outlines a panel study that evaluates the degree to which active involvement in an immersive theatre camp leads to increases in well-being and self-efficacy for adolescents, as well as the theoretical basis for expecting such a result. A front matter table (p. vii) provides a reference for the key concepts and variables included in the study. The following chapters expand on the rationale for this work, including entertainment-education, benefits of creative performance, and the importance of well-being in adolescence.Item IMPROVING CHRONIC ILLNESS MEDICATION ADHERENCE: A COUNTERFACTUAL THINKING-BASED MODEL OF PERSUASIVE COMMUNICATION(2017) Iles, Irina; Nan, Xiaoli; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The World Health Organization estimates that, by 2020, the number of Americans affected by at least one chronic condition requiring medication therapy will grow to 157 million. Effective medications are a cornerstone of prevention and disease treatment, yet only about half of patients take their medications as prescribed, resulting in a common and costly public health challenge for the U.S. health care system. As with much of health care, drug adherence is primarily about human behavior. Therefore, patients who lack motivation to take their medication as prescribed cannot be forced or simply educated to take their medication; they must be persuaded and motivated to do so. However, existing literature on how persuasion-based behavioral change can be achieved for non-adherent patients is sparse. To help build more evidence on how effective communication can be used to promote drug adherence for patients who have been diagnosed with chronic illness, this research tested the effectiveness of counterfactual thinking as a message design strategy aimed at increasing drug adherence among individuals at risk for nonadherence. Findings from experiments 1 and 2 showed no effect of counterfactual thinking on medication adherence. Findings from experiment 3 showed that, in a sample of 303 patients with type 2 diabetes at risk for nonadherence, messages including upward counterfactual thinking (e.g., “if only I had taken my medication as prescribed, I would not be in the hospital right now!”), compared to messages including downward counterfactual thinking (e.g., “it could have been worse and I could have died!”) or no counterfactual thinking, increased perceptions of medication adherence self- and response efficacy, and behavioral intention to take one’s medications as prescribed. Counterfactual thinking-based messages are a promising and easy to use persuasion strategy for patients who are at risk for nonadherence. Counterfactual thinking can be incorporated in interventions aimed at increasing adherence, and in doctor-patient or pharmacist-patient communications. Future studies should replicate these findings patients who have other chronic illnesses. Furthermore, measuring actual medication adherence behavior as opposed to behavioral intention, would provide a better indicator of the effectiveness of counterfactual thinking in increasing adherence.Item Overexposed: How a Media Market's Total Volume of Political Information Affects the Persuasive Power of Campaign Ads(2018) Turitto, Candace; Hanmer, Michael; Government and Politics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The popularity of televised political advertising has continued expanding over recent years, and now frequently attracts candidates for lower-level offices such as the House of Representatives, and even State Senate or Representative. Among its effects, this is leading to targeted voters being increasingly inundated with political solicitations in the weeks before an election. Political science has been creative, but limited, in overcoming many of the challenges presented in the field of media effects as it has endeavored to understand the basic effects generated by political media campaigns. One dearth of knowledge is a proper understanding of how varying levels of surrounding political volume might impact voter behavior and candidate evaluations. To that end, this research aims to uncover evidence of wider media market effects on the persuasive power of campaign ads. By merging voter opinion surveys with observed campaign media activity leading up to the 2014 midterms, and fielding a first-of-its-kind laboratory experiment which manipulates the amount of political information viewed, I find evidence that increasing volume and diversity of the surrounding political information in a media market significantly reduces the persuasive power of political ads. As campaigns spend more money on television advertising, these results suggest the need for a serious shift in how campaigns target and speak to voters in crowded market environments, expanding their view of relevant competition from the activity of their electoral opponent to all political actors in the greater media market. Moreover, these results suggest that some congressional candidates may need to “own” large majorities of their media market’s total political advertising to have any hope of counteracting these overexposure effects. This research also has major implications for how academics study campaign media effects, suggesting that results from isolated examinations of individual candidates or contests may be distorting our predictions of expected persuasive lift on broadcast television.Item IMPACT OF WEB CONTENT FEEDBACK SYSTEM ON THE EFFECTIVENESS OF HEALTH PROMOTION MESSAGES ON YOUTUBE: A NORMS-BASED INQUIRY(2017) Yang, Bo; Nan, Xiaoli; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The widespread use of social media in health communication makes it important to understand how the media’s characteristics impact health communication effectiveness. This dissertation used social norms theory to explain the persuasive impact of web content feedback system—a unique feature of social media—on people’s responses to health promotion messages posted on a social media site YouTube. Three common social media content feedback cues (comments, aggregate ratings, and message view count) were examined. These cues were expected to influence people’s health attitudes and behavioral intentions via the mediation of three types of perceived social norms (descriptive norms, injunctive norms and subjective norms). Two experiments examined the norms-mediated model in three health contexts (smoking, binge drinking, and texting while driving). Experiment 1 examined the influence of proportion of positive comments (large, medium, vs. small) and comment focus (message vs. behavior). As expected, proportion of positive comments was negatively related to people’s perceived social approval of smoking and texting while driving (injunctive norms). However, it had a concave downward relationship with perceived social approval of binge drinking (i.e., injunctive norms). The results also suggested an important impact of comment focus on people’s responses to health promotion messages. Experiment 2 examined the influence of proportion of thumbs-up (large, medium, vs. small) and message view count (high, medium vs. low). It was hypothesized that greater proportion of thumbs-up would lead to less favorable beliefs about problem behaviors. This hypothesis was supported only when the outcome variable was texting while driving intention. View count positively predicted people’s smoking and binge drinking intentions and marginally, positively predicted texting while driving subjective norms. It had a concave downward relationship with binge drinking attitudes. Experiment 2 also found complex joint effects of view count and proportion of thumbs-up. In spite of many findings about the influence of comments, ratings, and view count on norms, attitudes, or intentions, both study 1 and study 2 provided limited support for the hypothesized norms-based mediation. Limitations, theoretical and practical implications, and directions for future research are discussed.Item Testing a Dual Path Framework of the Boomerang Effect: Proattitudinal versus Counterattitudinal Messages(2017) Zhao, Xinyan; Fink, Edward L.; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation aims to differentiate two types of boomerang effects on belief and attitude change: a boomerang effect under a proattitudinal message and a boomerang effect under a counterattitudinal message. By employing a 2 (Message valence: anti-policy vs. pro-policy) × 2 (Issues: legal age for drinking vs. legal age of marriage) × 2 (Threat to freedom: low threat vs. high threat) × 2 (Argument quality: low quality vs. high quality) plus 2 (Control groups: no-message control for the two issues) cross-sectional factorial design (N = 458), antecedents and mediators that bring about the two types of boomerang effect were examined. Under a counterattitudinal message, both argument quality and prior belief strength predicted a boomerang effect: Those receiving a low-quality argument or those with a strong prior belief, as compared with the control group, exhibited a boomerang on belief and attitude. The dominant mechanism that explained the relationship between argument quality and belief position boomerang was counterarguing (vs. anger). Under a proattitudinal message, there was an indirect effect of trait reactance on belief boomerang through anger (vs. negative cognitions). But the perceived threat to attitudinal freedom did not predict a boomerang effect. These results contribute to attitude change research by empirically separating cognitive and affective mechanisms for boomerang effects. Furthermore, this study refines the construct of negative cognitions and integrates reactance theory and the cognitive response perspective on boomerang effects. Both structural equation models and confirmatory factor analysis suggested that counterarguments and nonrefutational thoughts were two distinct types of negative cognitions. The two constructs were caused by different sets of antecedents and had different outcomes: Poor argument quality caused counterarguments, whereas perceived threat and trait reactance caused nonrefutational thoughts. Only counterarguments mediated the effects of argument quality on the boomerang effects for belief (e.g., the extent to which the legal drinking age should be decreased on a magnitude scale) and belief position (e.g., the legal age for drinking), which subsequently predicted the boomerang effect on attitude (e.g., the extent to which the legal drinking age is liked). This dissertation expands the theoretical scope of belief and attitude change research. Future research should explore the persuasive appeals for mitigating the cognitive or affective process resulting in a boomerang effect. Among those who are more prone to boomerang on certain issues, a boomerang appeal can be employed to persuade.Item Effects of Mode of Presentation on the Influence of Source Characteristics on Persuasion(2006-12-09) Hyman, Jarrod D.; Mills, Judson R; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this research was to investigate the effects of mode of presentation on the way in which the source characteristics of likability and expertise influence persuasion. In the context of a study of memory for ads, female college students received an advertisement for a cellular phone, either by audio tape or in writing, after having received information in writing indicating the source had positive or negative valence with respect to likability or with respect to expertise. After exposure to the advertisement, participants indicated their attitude toward the product, rated characteristics of the source, and answered a memory test. It was found that differences in likability of the source had greater impact on persuasion when the message was presented in an audio format than written format, and differences in expertise of the source had greater impact on persuasion when the message was presented in a written format than audio format.Item The effects of Collaborative Strategic Reading and direct instruction in persuasion on sixth-grade students' persuasive writing and attitudes(2005-07-07) Standish, Leisa Gaye; Slater, Wayne H; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the effects of Collaborative Strategic Reading and direct instruction in persuasion on sixth-grade students' persuasive writing and attitudes. Students in three intact classes were assigned to one of three treatment conditions: Collaborative Strategic Reading and direct instruction in persuasion or direct instruction in persuasion or a control group. Treatment effects were examined using six measures of persuasive writing: the Adapted Toulmin Scoring Criteria (claim, data and backing); coherence and organization; five-paragraph structure; and essay length. In addition, the Writer Self-Perception Scale was administered to assess the relationship between students' attitudes toward writing at the beginning of the study and at its conclusion. Finally, three students from each treatment condition in the study were observed and interviewed for the case study. Analyses revealed significant findings. First, the students engaged in Collaborative Strategic Reading and direct instruction in persuasion performed significantly better on all six measures of persuasive writing than students in the other two treatment conditions. During the case study, the same students were observed to spend more time on task and were engaged more than students in the other two treatment conditions over the six-week intervention when working in collaborative groups. In the direct instruction in persuasion group, students did not perform significantly better on the six measures of persuasive writing compared to the other two treatment conditions. However, the students in the case study indicated that direct instruction in persuasion does benefit their writing. Finally, students' attitudes toward writing in all three treatment conditions were not found to change significantly from pre-test to post-test but the students' responses in the case study indicated that if students have positive attitudes about their writing they will most likely write more often and more effectively. Overall the findings from the present study suggest Collaborative Strategic Reading and direct instruction in persuasion is a powerful combination for teaching students to write persuasively. However, more research is needed to determine the effects of direct instruction on persuasion and students' attitudes toward writing. Limitations of the present study and directions for future research are presented.