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ERIC Number: EJ1463139
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-4283
EISSN: EISSN-1758-714X
Available Date: 0000-00-00
Cigarette Warning Labels: Graphics, Framing, and Identity
Xiaoquan Zhao; Xiaoli Nan; Bo Yang; Irina Alexandra Iles
Health Education, v114 n2 p101-117 2014
Purpose: The purpose of this paper is to test the effects of cigarette warning labels that used text-only or text-plus relevant graphics. The labels were framed in terms of either the negative consequences of smoking (loss frame) or the benefits of not smoking (gain frame). The role of smoking identity -- the centrality of being a smoker to one's self-concept -- in the effects of the warning labels was also examined. Design/methodology/approach: An experiment was conducted online with 132 college smokers. Participants were randomly assigned to viewing either graphic or text-only labels that were either gain or loss framed. Smoking identity was measure prior to viewing. Message evaluations and smoking intentions were assessed after exposure as dependent measures. Findings: A consistent interaction between graphics and framing emerged across a number of dependent measures. For graphic warning labels, the loss frame was more advantageous than the gain frame. For text-only warning labels, framing did not make any difference. This two-way interaction was further qualified by smoking identity for some, but not all, dependent measures. Practical implications: Findings from this study support the use of graphic warning labels that focus on the negative health consequences of smoking. Originality/value: Experimental research on graphic cigarette warning labels is limited and rarely considers the roles of framing and smoking identity. This study offered an initial test of the complex interaction among these message and audience variables as they jointly influence message reception and smoking intentions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A