2010 - Public Relations Society of America

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Affiliation/independence of bloggers was examined by asking participants to assume three different situations and then express their opinions about the blogs they might read in each situation. The situations assumed the blogger is (1) an employee of a company selling the product, i.e. he/she works for the company; (2) an independent blogger, i.e. does not work for a company and does not accept compensation from a company; and (3) an independent blogger who was paid for writing about marketers’ products. Participants responded on a 10-item, 7- point semantic differential scale that used randomly reversed scale items previously used by Hallahan (1999), Beltramini (1988) and Meyer (1988). Separately, the importance of independence was corroborated by asking participants to respond to 7 statements designed to provide insights. Positive v. balanced language was measured by presenting participants with two hypothetical situations where the comments in the blog were described as being either all positive or a balanced combination of both positive and negative comments were then asked their probable assessments of the blog postings using the same 10-item, 7-point semantic differential randomly reversed scale items used to assess the independence of the bloggers (see above). Blog readership was assessed using a single 8-point Likert scale in which participants indicate the extent to which they read blogs, were 0=never, 1=very little and 7=a lot. This measure was validated by comparing responses to participants’ estimation of the amount of time they spending reading blogs. Attitudes toward blogs were measured using a 4-item 7-point semantic differential scale using the antonymal pairs not appealing/appealing, dislike/like, good/bad and positive/negative. Purchase intention was analyzed using a 4-item, 7-point Likert scale. Participants were asked the degree to which they were likely to, were willing to, would plan to, or definitely would purchase a product they read about in a blog. Information sharing was measured by with a list of 9 possible behaviors and asking participants on a 7-point Likert scale how likely they were to engage in each activity. Comparative assessments: To assess respondents’ opinions about blogs compared to advertising or news, participants were be asked 5 questions to which they responded using a 7- point Likert scale, where 1 = strongly disagree and 7 = strongly agree. Other confounds or explanatory variables were measured. Participants were asked to indicate their sex and age using check-off boxes. Participants were asked to estimate in hours and/or minutes their time spent on 7 Internet-related activities in a typical day. Experience reading, writing and commenting on blogs was measured using an 8-point Likert scale where 0=no experience at all, 1=a little and 7=a lot. The three items included: reading blogs, writing your own blog(s), and posting comments on blogs. Statistical Analysis Potential scale items were factor analyzed and tested for reliability using the Cronbach (1951) alpha statistic. All proved sufficiently reliable (alpha >.70), except as noted, and descriptive statistics (means and standard deviations) were compiled for each index. Findings for statistical tests were deemed significant at the p≤.05 level. Findings Participants and Their Blog/Internet Use Among the 314 participants, 104 (33.3%) were males and 208 (66.6%) were females, with two participants not reporting their sex. Most participants (n=283, 91.3%) were 23 and under. Participants reported spending an average of about 45 minutes a day reading blogs (M=.74; SD=.85 hours) and about 20 minutes a day reading product blogs (M=.36; SD=.59 82
hours). Blog reading was dwarfed by looking at websites (M=1.58, SD=1.54 hours) and instant messaging/texting (M=3.52, SD=4.41 hours) and fell just short of engagement in social networking (M=.88; SD=1.29 hours). Blog reading exceeded reading e-mail (M=.46, SD=.73 hours) and posting messages on their own Web site (M=.48, SD=.82). Overall, using a 7-point scale (7=strongly agree. 1=strongly disagree), participants reported having a lot of experience in reading blogs (M=4.46, SD=1.75), but less experience writing their own blog (M=3.68, SD=1.96) and posting comments on blogs (M=3.31, SD=1.69). Descriptions of Scales Motivation indexes. Table 1 summarizes results for the 13 items used to measure motivations to read blogs. When items were factory analyzed, two factors emerged (instead of the original three) and were used in the analysis. Together, these factors accounted for 71.9% of the variance among the items. One factor was labeled knowledge-seeking motivation and included the six items related to seeking information, chatting with others about products, reducing risk, saving time, becoming knowledgeable and obtaining expert opinions. The second factor combined the seven remaining items related to the social utility/entertainment value of the information. Items in the second factor included connecting with friends, passing time, sharing information, helping friends solve problems, having fun, being influential and relaxation. Table 1 suggests that both knowledge seeking and social utility/entertainment were relatively comparable in terms of their importance (M=3.79 v. M=3.62), but that seeking information is the single most popular motivation that explained why people read product blogs (M = 4.42). Table 1 Motivations to Read Product Blogs People are motivated to read blogs that talk about products for various reasons. To what degree do you use blogs for each of the following purposes? 7 = frequently, 0 = never use. M SD Knowledge-seeking factor (α=.92) 3.79 1.648 Seek information 4.42 1.939 Being able to chat with others about products 3.05 1.856 Reduce risk of making a bad purchasing decision 3.66 2.054 Save time gathering information 3.94 1.935 Make me knowledgeable 3.99 1.864 Obtain experts’ opinions about products 3.78 1.947 Eigenvalue=8.23 (62% of variance) Social utility/ Entertainment factor (α=.92) 3.62 1.561 Connect with friends 3.50 2.024 Pass time 3.69 1.878 Share information with others 3.88 1.866 Help friends solve problems 3.41 1.757 Have fun 3.97 1.882 Want to be influential 2.94 1.812 For relaxation 4.05 1.932 Eigenvalue=1.11 (8.52% of the variance) 83
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2 0 1 0 P R O C E E D I N G S W A S
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TABLE OF CONTENTS Research Papers _
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Public Relations Leadership through
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Millennial Students Relationship wi
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elationship approach to PR provides
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social media marketing is effective
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students who noted they were 17 or
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discussed previously, Millennial st
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strongly committed to maintaining a
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gender (male/female) and each of th
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social media. One focus of the arti
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Shah, A. (2007, June 18). Social me
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Appendix B Table 2 Differences Betw
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Appendix D Table 4 Differences Betw
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Appendix F Table 6 Pearson Correlat
Page 31 and 32: Mentoring 2.0: How PR Educators Use
Page 33 and 34: Despite this, however, studies have
Page 35 and 36: Sometimes using Facebook to IM is a
Page 37 and 38: Investing time. As with any relatio
Page 39 and 40: pursuing chosen fields. For public
Page 41 and 42: Tam, S. Y., Dozier, D. M., Lauzen,
Page 43 and 44: While favor towards nuclear energy
Page 45 and 46: frames present new considerations w
Page 47 and 48: Procedural -Licensing and applicati
Page 49 and 50: “Shoreham Board Begins a Hunt for
Page 51 and 52: While the story element “positive
Page 53 and 54: Gamson, W. & Lasch, K. (1983). The
Page 55 and 56: Reputation Matters: Impact of Organ
Page 57 and 58: leadership had at hand a number of
Page 59 and 60: and 65+ (15.4%). More than half wer
Page 61 and 62: evealed significant differences for
Page 63 and 64: will be rewarded in the marketplace
Page 65 and 66: Investigating Multiplier Effects of
Page 67 and 68: RQ1: Do PR practitioners and busine
Page 69 and 70: accepting information they receive
Page 71 and 72: still smacks of news. News coverage
Page 73 and 74: Even when testimonials do not withs
Page 75 and 76: viewed to some degree as a valuable
Page 77 and 78: Perceptions of Product Blogs in Tai
Page 79 and 80: Uses and gratifications theory has
Page 81: Thus the degree to which blog reade
Page 85 and 86: Effects of Language on Responses Ba
Page 87 and 88: esponse (M = 4.13). For online acti
Page 89 and 90: 5-item Index 4.41(1.030) 3.80(1.033
Page 91 and 92: ecommendations were more objective
Page 93 and 94: Choney, B. (2009, September 29). Mi
Page 95 and 96: Lenhart, A., Purecell, K., Smith, A
Page 97 and 98: elational trust. Journal of Public
Page 99 and 100: challenge will be to persuade survi
Page 101 and 102: of Avian Flu. It is important to no
Page 103 and 104: with an arousing stimulus or messag
Page 105 and 106: Chen, N. (2009). Institutionalizing
Page 107 and 108: Excellence in an Activist Organizat
Page 109 and 110: public relations functions or tacti
Page 111 and 112: Data Collection Documents. In an ef
Page 113 and 114: Research. A key area of CTFK’s we
Page 115 and 116: Engaging individuals. Many times ac
Page 117 and 118: Washington, DC, and Puerto Rico; ge
Page 119 and 120: Murphy, P. & Dee, J. (1996) Reconci
Page 121 and 122: of Educational Progress (NAEP), 80%
Page 123 and 124: school assessment, and that the pro
Page 125 and 126: Both the paper and Web-based survey
Page 127 and 128: student was admitted to their acade
Page 129 and 130: Problems with the measures: Here, s
Page 131 and 132: Patterns in the open-ended response
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Trends evident in K-12 education, t
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Another 15% of respondents (n = 8)
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Table 1 Respondents’ Perceptions
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Table 4 Frequencies of Listed Writi
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Hansen, R.S. (1993). Clear, concise
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so, this study follows up on recent
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2009). In BMCC context, in addition
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--------------------------------- I
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social media is not crisis communic
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and uses and gratifications theorie
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Hennig-Thurau, T., Gwinner, K. P.,
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Table 1 BMCC Model Propositions (__
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FIGURE 1 BMM Model (_____ & _____,
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practitioners and scholars argue fo
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Several studies, however, suggest t
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factors that impact the development
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perceptions of administrative suppo
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(2009) reminds us that the limitati
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412-414. Gonzalez-Herrero, A., & Ru
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Intersections and Overlaps: Buildin
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elations excellence, relationship-b
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2002), all of which encourage emplo
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Conley and Wagner-Marsh (1998) prop
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passion, caring for people.” Note
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done.” Accommodations such as fle
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organizational commitment and loyal
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Founder/Leader Faith & Vision Authe
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Practical implications This study a
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public relations (pp. 3-22). Mahwah
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Grunig, L. A. (1992). Power in the
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presented to the annual conference
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Prioritizing Stakeholders for Publi
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developed by Grunig and Hunt (1984)
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expectant stakeholders possess two
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each other” (p. 125). Examples of
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Priority publics are those whose pa
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Collection of data triangulated (Yi
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Diffused Linkage. A diffused stakeh
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Envirocare take it. They are also m
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Dunham, L., Freeman, R. E., & Liedt
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PEDAGOGICAL POSTERS 213
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seem to be context-dependent (Lauri
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Shapiro, A. (2003). Case Studies in
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Argument #2: stories are for childr
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Physiology “…your mind was evol
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Conclusion In the movie, Indiana Jo
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Pitching on your Feet: Using a Mock
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speaker(s) are available after the
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college’s connection to the commu
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“I felt the class built upon our
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community. Many participants have c
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posting content to the Internet, bu
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What’s All The Hype About Skype?
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In between the times the class meet
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Best Practices in Public Relations:
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Assignment Structure Client Selecti
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Conclusion Integrating real-world c
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equires true fluency in the host co
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living in London. Because visa and
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Using the Case Study approach to an
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tier responders hadn’t participat
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Harnessing the Web for Teaching Wri
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these tools and platforms. With wri
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article 2. 259
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Experimental methods may be better
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The third hypothesis asked whether
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Crisis in the Classroom: A cross-de
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prepare and do the research. I prov
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• September 2009 - More students
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Public Relations Leadership Through
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from using it multiple times a day
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Kent, M. (2010). Directions in soci
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Professor Clare Morgan at Oxford no
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evenings at home working on his poe
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Another strategy for the students w
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Media list and crisis media list So
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understand that knowledge of the cl
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If creating separate teams for one
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Integrating ethics into the undergr
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Three-step approach The present aut
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Putting Theory, Research and Strate
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2010 - Public Relations Society of America

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