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Teach It, Don't Preach It: The Differential Effects of Directly Communicated and Self-Generated Utility-Value Information
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Canning, Elizabeth A.; Harackiewicz, Judith M. – Grantee Submission, 2015
Social-psychological interventions in education have used a variety of "self-persuasion" or "saying-is-believing" techniques to encourage students to articulate key intervention messages. These techniques are used in combination with more overt strategies, such as the direct communication of messages in order to promote…
Descriptors: Intervention, Social Psychology, Undergraduate Students, Comparative Analysis