Uses of television viewing and consumer life styles: A multivariate analysis

Eastman, Susan Tyler

doi:10.1080/08838157909363956

Cited by 32 publications

(18 citation statements)

References 8 publications

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“…• I read a few of the articles in this issue, but that's about all (negative) Notes: Rating scale: 1 = Disagree Strongly, 2 = Disagree Somewhat, 3 = Neither Agree nor Disagree, 4 = Agree Somewhat, 5 = Agree Strongly (Negative) indicates item is written with reverse valence relative to hypothesized construct (1995) and the "distraction" and "escape" dimensions reported by Eastman (1979).…”

Section: Concentration/diversionmentioning

confidence: 96%

The Effect of Media Involvement on Print Advertising Effectiveness

Tipps

Berger

Weinberg

2006

Journal of Promotion Management

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There is less than full agreement in the advertising research community over the relationship between involvement and advertising effectiveness. The purpose of this research is to extend that investigation into print. In a pre-post between-subjects design, 926 adults were exposed to test advertisements "tipped" (i.e., inserted) into a publication that they read regularly. Readers' attitudes and purchase intentions for the advertised products were collected before and after exposure to the ads. The results indicated that higher involvement with a publication leads to more favorable perceptions of embedded ads, and higher levels of advertising persuasion, while not impacting recall. Analyses of specialized effects indicated that, for the most part, main-effects results were robust across two types of advertisements, two print publication types, and two classes of products studied. The research has implications for how publishers set, and media planners evaluate, advertising rates, which are calculated predominantly according to the size of

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Section: Concentration/diversionmentioning

confidence: 96%

The Effect of Media Involvement on Print Advertising Effectiveness

Tipps

Berger

Weinberg

2006

Journal of Promotion Management

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“…He concluded that his colleagues were making a systematic attempt to (a) conduct modified replications or extensions of studies, (b) refine methodology, (c) comparatively analyze the findings of separate investigations, and (d) treat mass media use as an integrated communication and social phenomenon. Examples include Eastman's (1979) analysis of the multivariate interactions among television viewing functions and lifestyle attributes, Ostman and Jeffers's (1980) examination of the associations among television viewing motivations and potential for lifestyle traits and television attitudes to predict viewing motivations, Bantz's (1982) exploration of the differences between general medium and specific program television viewing motivations and the comparability of research findings, Rubin's (1981) consideration of viewing motivations scale validity and the comparability of research results in U&G research, and Palmgreen and Rayburn's (1985) empirical comparison of alternative gratification models.…”

Section: S Researchmentioning

confidence: 99%

Uses and Gratifications Theory in the 21st Century

Ruggiero¹

2000

Mass Communication and Society

1,880

561

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Some mass communications scholars have contended that uses and gratifications is not a rigorous social science theory. In this article, I argue just the oppositeWhat mass communication scholars today refer to as the uses and gratifications (U&G) approach is generally recognized to be a subtradition of media effects research (McQuail, 1994). Early in the history of communications research, an approach was developed to study the gratifications that attract and hold audiences to the kinds of media and the types of content that satisfy their social and psychological needs (Cantril, 1942). Much early effects research adopted the experimental or quasi-experimental approach, in which communication conditions were manipulated in search of general lessons about how better to communicate, or about the unintended consequences of messages (Klapper, 1960).

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“…The uses and gratifications theory was developed in the 1970s, mainly surrounding research on the use of television, radio, and the press (Bantz, 1982;Bryant & Zillmann, 1984;Dobos, 1992;Eastman, 1979). It identifies five major types of needs to which media respond:…”

Section: Employing the Uses And Gratifications Theory To Analyze The mentioning

confidence: 99%

Why Do Academics Use Academic Social Networking Sites?

Meishar‐Tal

Pieterse

2017

IRRODL

105

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Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the perceived utility of the sites for academics. The study employs the Uses and Gratifications theory to analyze the use of ASNS. A questionnaire was sent to all faculty members at three academic institutions. The findings indicate that researchers use ASNS mainly for consumption of information, slightly less for sharing of information, and very scantily for interaction with others. As for the gratifications that motivate users to visit ASNS, four main ones were found: self-promotion and ego-bolstering, acquisition of professional knowledge, belonging to a peer community, and interaction with peers.

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Uses of television viewing and consumer life styles: A multivariate analysis

Cited by 32 publications

References 8 publications

The Effect of Media Involvement on Print Advertising Effectiveness

The Effect of Media Involvement on Print Advertising Effectiveness

Uses and Gratifications Theory in the 21st Century

Why Do Academics Use Academic Social Networking Sites?

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