An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom

Ball, Hannah; Goodboy, Alan K.

doi:10.1080/03634523.2014.918634

Cited by 23 publications

(36 citation statements)

References 53 publications

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“…These responses are consistent with Psychological Reactance Theory which suggests that program design and implementation processes limiting decision control might elicit responses that, although intended to retain or reassert personal agency, may undermine prevention initiatives (Brehm & Brehm, 1981;Rosenberg & Siegel, 2017). Psychological reactance has been observed in college classrooms (Ball & Goodboy, 2014), experimental prevention analogues (Legault, Gutsell, & Inzlicht, 2011), 1 3 and the implementation of evidence-based practices (Gunter & Whittal, 2010). It is considered a potential challenge to the implementation of prevention programs.…”

Section: Introductionsupporting

confidence: 69%

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cunningham

Rimas

Vaillancourt

et al. 2019

School Mental Health

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We used a discrete choice conjoint experiment to model the anti-bullying (AB) program preferences of 1080 junior kindergarten to Grade 8 educators. Participants chose between hypothetical AB programs that varied combinations of 12 design attributes. Multi-level latent class analysis yielded three classes: All-in Supervisors (21.5%) preferred that all teaching staff supervise playgrounds and hallways; Facilitators (61.6%) preferred that students take ownership of AB activities with 25% of educators supervising playgrounds and hallways; and Reluctant Delegators (16.9%) preferred delegating the supervision of playgrounds and hallways to non-teaching staff. This class reported higher dispositional reactance, more implementation barriers, and more psychological reactance to these initiatives. They were less sensitive to social influences and less intent on participating in AB activities. Multi-level analysis showed a greater proportion of Reluctant Delegators clustered in one of the two groups of schools. The program choices of all classes were sensitive to the support of principals, colleagues, students, and, to a lesser extent, parents. All classes preferred programs conducted from kindergarten through Grade 12 that addressed the problems underlying bullying while valuing firm and consistent consequences for all students. Educators preferred AB programs selected by individual schools, rather than governments.

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Section: Introductionsupporting

confidence: 69%

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cunningham

Rimas

Vaillancourt

et al. 2019

School Mental Health

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“…Students' rhetorical dissent is largely triggered by their dissatisfaction regarding instructional practices (Ball & Goodboy, 2014;Goodboy, 2011aGoodboy, , 2011b. Though this sentiment may reflect students' unmet expectations in their courses, it may also reflect students' disappointment resulting from substandard educational experiences or outcomes.…”

Section: Classroom Problems As Threats To Students' Educational Outcomesmentioning

confidence: 94%

Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory

Bolkan¹,

Goodboy²

2015

Communication Education

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“…Indirect freedom restoration is when individuals adopt attitudes or engage in behaviors tangentially related to the restricted freedom (Burgoon et al, 2002), and there are a variety of ways in which individuals can do so. For example, individuals may find the restricted behaviors more attractive than they did before exposure to a persuasive message (Brehm, 1966;Hammock & Brehm, 1966;Worchel & Brehm, 1971); seek more information about the restricted behavior (Burgoon et al, 2002); engage in behaviors similar to the restricted freedom (Brehm, 1966;Quick & Stephenson, 2007b); vicariously observe others' engagement in restricted behaviors (Quick & Stephenson, 2007b;Worchel & Brehm, 1971); express disagreements or complaints (Ball & Goodboy, 2014;Olison & Roloff, 2012); and disparage the message source (Miller et al, 2007;Quick & Bates, 2010) or the message itself (Grandpre, Alvaro, Burgoon, Miller, & Hall, 2003;Quick & Stephenson, 2007a).…”

Section: Theoretical Overview and Applicationsmentioning

confidence: 99%

“…Reactance is also generally intensified if the message is explicitly (i.e., versus implicitly) freedom threatening, which is a characteristic often communicated in the form of a persuasive message (Quick et al, 2013). For example, persuasive messages featuring forceful or explicitly persuasive language (e.g., the use of words such as "must" and "ought") are often perceived as significantly more freedom threatening than similar messages using implicitly persuasive language (e.g., Ball & Goodboy, 2014;Miller et al, 2007;Quick & Considine, 2008).…”

Section: Corollaries Of Prtmentioning

confidence: 99%

“…Although initially intended for the interpersonal context (Brehm, 1966), PRT has been extended to explain reactions to persuasive messages in instructional settings (e.g., banning cell phone use in class, Kim, Levine, & Allen, 2014; completing an extra ungraded assignment, Ball & Goodboy, 2014) and family contexts (e.g., family discussions about organ donation, Scott & Quick, 2012; divorced versus intact families, Johnson & Buboltz, 2000; functioning independently of control from one's parents, Buboltz, Johnson, & Woller, 2003). Most notably, however, may be the recent proliferation of PRT research in the health communication context (Shen, 2010) due to the innate nature of persuasive messages used in health communication campaigns (Quick, 2012;Rains, 2013).…”

Section: Contextual Scope Of Prtmentioning

confidence: 99%

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Applying Psychological Reactance Theory to Communication between Adult Child Caregivers and their Older Adult Parents

Ball¹

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Given the rapid growth of the older adult population in the US and the number of adult children providing informal care to their older adult parents, there is a need for a better understanding of how communication can be used to negotiate the tension between dependence and autonomy in these caregiving relationships (Egbert, 2014; Morgan & Hummert, 2000). Guided by psychological reactance theory (Brehm, 1966; Brehm & Brehm, 1981), which posits that individuals value their autonomy and are motivated to restore it when they perceive that it is being threatened, the purpose of this dissertation was twofold: (a) to explore the role of reactance in communication between adult child caregivers and their older adult parents and (b) to create messages that can be used by caregivers to simultaneously encourage older adult parents' healthcare compliance and optimize their perceived autonomy. These two purposes were addressed across three studies. In Study One, results of focus groups with older adults who receive care from at least one adult child (N = 19) revealed three types of caregiving messages used by adult children that older adults perceive as freedom-threatening (i.e., offering directives, expressing doubt, loss-framing), as well as themes related to the types of health behaviors usually at the crux of these messages and older adults' responses to these messages. In Study Two, results of interviews with adult child caregivers of at least one older adult parent (N = 14) revealed that adult children use a variety of messages in attempts to gain compliance from older adult parents, including types that overlap with what older adults perceive as freedom-threatening. In Study Three, older adults who receive care from at least one adult child (N = 288) were randomly assigned to either an autonomy-supporting caregiving message or one of multiple freedom-threatening messages, each created based on results of the first two studies. Results revealed that relative to the autonomysupporting message, messages in which caregivers were offering directives or expressing doubt triggered higher perceptions of freedom threat among older adults, which was related to greater experiences of reactance, which in turn was linked to greater intentions to engage in a variety of freedom restoration behaviors. With one exception, trait reactance and paternalism beliefs did not moderate older adults' experience of the reactance process following exposure to these caregiving messages. Taken together, these results provide evidence that the reactance process is applicable to communication between adult child caregivers and their older adult parents and yield suggestions for how to circumvent reactance in this context. iii

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An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom

Cited by 23 publications

References 53 publications

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory

Applying Psychological Reactance Theory to Communication between Adult Child Caregivers and their Older Adult Parents

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