Explication and tests of a dual -process theory of supportive message outcomes

Graham Douglas Bodie, Purdue University

Abstract

Grounded in a dual-process approach to information processing, this dissertation develops a theory that explains that many of the variables found to moderate the outcomes of supportive messages do so either through (a) their influence on the recipient’s ability and/or motivation to systematically process these messages, or (b) serving as cues that trigger certain responses by the activation of decisional heuristics. The dual-process theory of supportive message outcomes maintains that the effects of supportive messages will vary as a joint function of the way in which messages are processed (extensively versus non-extensively) and features of the messages (content versus cues). This model further maintains that the likelihood of processing supportive messages extensively is influenced by factors that impact the motivation and ability to scrutinize message content in supportive contexts. After developing this theory, two studies were conducted to test predictions stemming from this theory. Study 1 examined the influence of stressor magnitude, emotional upset, and distraction on the motivation and ability to process messages and/or cues when faced with academic failure. One-hundred and ninety two college students imagined that they had experienced an academic failure that was either mildly stressful (receiving a C on a quiz that counted 1% of their course grade) or moderately stressful (getting a D in a class that required a B and not being able to enter his or her desired major). A putative male or female acquaintance, whose appearance was manipulated to be attractive or unattractive, then provided a supportive message that varied in person-centeredness; these messages were presented in the presence or absence of distraction. In support of the theory, data from Study 1 demonstrated that verbal person centeredness (VPC) of message content had its greatest impact on outcomes when motivation and ability to process were both high and its weakest impact on outcomes when motivation and ability to process were both low. Contrary to predictions, however, there was little evidence that environmental cues impact outcomes more strongly when motivation and ability are low rather than high. Study 2 assessed whether recipients exposed to a real and immediate stressor are more strongly impacted by message content when stress is moderate and are more strongly impacted by extra-message cues when stress is either low or very high. One-hundred and seventy-nine students enrolled in public speaking classes were exposed to environmental stressors designed to generate a low, moderate, or high degree of public speaking anxiety and were subsequently exposed to supportive messages that varied in VPC. Results suggested that VPC impacted several measures of anxiety more when stress was moderate than when stress was low or high. Similar to Study 1, however, there was no evidence that extra-message environmental cues were more influential when stress was low or high. Instead, message source credibility impacted outcomes more when stress was moderate than when low or very high. Overall, these two studies provide partial support for the dual-process theory of supportive message outcomes. Implications and limitations of the two studies’ findings, as well as directions for future research, were discussed.

Degree

Ph.D.

Advisors

Burleson, Purdue University.

Subject Area

Communication

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