Original paper
Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility–value information.
Abstract
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 attitude change. However, these different strategies have rarely been systematically compared, particularly in controlled...
Paper Details
Title
Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility–value information.
Published Date
Mar 1, 2015
Journal
Volume
1
Issue
1
Pages
47 - 71
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Notes
History