From our thoughts to actual messages: An application and extension of the GPA model in explicating advice message production in an upward influence context
Abstract
Based on the Goal-Plans-Action model (Dillard, 1990, 2004), this dissertation examines how interaction goals, thoughts, and cognitive effort influence advice message production in an upward influence context. Study I (N=140) investigates upward influence goal structure and cognitive responses that employees generate when they attempt to advise their supervisor on how to improve work. Building on the findings of Study I, Study II (N=212) distinguishes relatively low and high thoughtfulness in message production and tests whether the amount of cognitive elaboration affects advice message qualities. Results from both studies show that heightened degree of primary goal importance (problem-comprehension and/or problem-solving goals) is associated with a greater number of anticipatory thoughts (caution thoughts), greater cognitive effort in deciding how to give advice to one's boss, and advice messages that contain a larger number and more diverse set of reasons. Cognitive effort and caution thoughts also mediate the impact of primary goals on the degree of reasoning present in advice messages. In addition, results from Study II also provide initial evidence of how a message production process may vary depending on people's cognitive elaboration. It is found that when people have less motivation to elaborate (i.e., engage in issue relevant thinking about information in a hypothetical advice scenario), they rely only on a few salient goals or thoughts in generating messages. In contrast, when people are in a high elaboration state of mind, they activate an array of thoughts and goals with each of these factors playing a distinct role in predicting message features. Having said this, the basic set of causal relations, outlined in the GPA model, including the mediating role of cognitive effort and caution thoughts, appear to operate similarly in both high and low elaboration conditions. Theoretical implications for extending the GPA model and practical implications for improving upward influence practice are discussed.
Degree
Ph.D.
Advisors
Wilson, Purdue University.
Subject Area
Social psychology|Communication
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.