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Media mindfulness: developing the motivation and ability to process advertisements
Descriptive
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Title
Media mindfulness: developing the motivation and ability to process advertisements
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Title
Developing the motivation and ability to process advertisements
Name
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Marcello-Serafin
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Gina
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Gina Marcello-Serafin
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author
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Kubey
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Robert
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Advisory Committee
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Robert W Kubey
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chair
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Stewart
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Lea
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Advisory Committee
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Lea P Stewart
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internal member
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Steiner
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Linda
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Advisory Committee
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Linda Steiner
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internal member
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Hobbs
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Renee
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Advisory Committee
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Renee Hobbs
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Rutgers University
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Graduate School - New Brunswick
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school
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theses
OriginInfo
DateCreated
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2008
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2008-05
Language
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English
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electronic
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application/pdf
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Extent
xxi, 267 pages
Abstract
The present study utilized the theories of flow, mindfulness, and the elaboration likelihood model of persuasion to explore which factors may influence the cognitive processing of advertisements by students who participated in a five-week media education curriculum. The purpose of this study was to determine if students who participated in a media education curriculum that focused on advertising differed in their cognitive processing, attitudes, and knowledge of advertisements from students who did not participate in the curriculum.
Participants were eighth grade middle school students from an affluent community in Morris County, New Jersey. Differences in attitudes, number of thoughts, and knowledge were investigated. A grounded theory approach was used to analyze student thought listings. The results showed that students who participated in the media education curriculum were more mindful of their advertising consumption. Additionally, students had more positive attitudes toward advertising, language arts class, and working as a member of a team. Students who participated in the curriculum were also more knowledgeable about advertising.
Participants were eighth grade middle school students from an affluent community in Morris County, New Jersey. Differences in attitudes, number of thoughts, and knowledge were investigated. A grounded theory approach was used to analyze student thought listings. The results showed that students who participated in the media education curriculum were more mindful of their advertising consumption. Additionally, students had more positive attitudes toward advertising, language arts class, and working as a member of a team. Students who participated in the curriculum were also more knowledgeable about advertising.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 168-174).
Subject
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Topic
Communication, Information and Library Studies
Subject
(ID = SUBJ2);
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Topic
Mass media and culture
Subject
(ID = SUBJ3);
(authority = ETD-LCSH)
Topic
Advertising
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17391
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ETD_911
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Identifier
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doi:10.7282/T3Q52PZX
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Copyright protected
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Open
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Name
Gina Serafin
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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