Abstract
In this media saturated world which is lived in today, Adolescents are bombarded by a multitude of advertisement. The present study utilized the theories of flow, mindfulness, and the elaboration likelihood model of persuasion to explore which factors may influence the emotions and attitudes processing of advertisements by students who participated in a two-week media education curriculum. This study attempted to answer the question of whether or not a media education curriculum focused on advertising had an effect on students’ emotions and attitudes. A mixed method design was used to obtain data regarding participant emotional responses to media content and attitudinal to process advertisements. This study surveyed girls and boys ages 12 to 14 years who live in Baku, Azerbaijan. A total of 244 participant forms were collected during the two-week surveying period. Participants in the experimental condition participated in 18 fifty-minute lessons over a two week period. T-test, Friedman test and Pearson correlation were used to analyze data. The result shows that there is considerable variance among emotions. Emotion of much amount is Active and emotion of fewer amounts is Suspicious. In addition, there is no significant relation between React emotionally and Attitude variable and Commercials impact variable.
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