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ERIC Number: ED175010
Record Type: RIE
Publication Date: 1979-Aug
Pages: 39
Abstractor: N/A
Reference Count: 0
An Assessment of Economic Education Programs for Journalism Students.
Grunig, James E.
Situational theory was used to isolate two kinds of publics from a sample of 294 journalism and business students to determine whether journalism majors would fit better into different publics and use different cognitive strategies than would students more interested in or more favorable toward business. In contrast to the traditional "domino" model underlying most businesses' public economic education programs (in which knowledge level is directly related to favorable attitudes and favorable behavior), situational theory explains which economic education programs will work for different publics by the varying attitudes those publics have in varying situations. The students in this study indicated their reactions to nine situations involving basic business situations, business consequences, and business relations with government and noted whether they would seek more information about particular situations. The business students fit into publics with high probabilities of communicating both about issues affecting people directly (pollution, quality of products) and about less involving issues (corporate profits, government regulation). Journalism students fit into publics that communicate only about high involvement issues. Variables relating to the knowledge gap hypothesis, however, explain more differences between publics than the variable "college major." (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for Education in Journalism (62nd, Houston, Texas, August 5-8, 1979)