Abstract
Tested the hypothesis that outcome-relevant involvement (ORI) and value-relevant involvement (VRI) have different effects on persuasion. The extent that 303 undergraduates experienced VRI instead of ORI was manipulated with respect to the implementation of comprehensive exams (CEs). Ss read either weak or strong arguments in favor of the implementation of CEs. Ss were placed in a low or high involvement condition by telling them either that the CEs may be implemented next year (high involvement) or that the CEs may be implemented in 5 yrs (low involvement). Ss then indicated their attitude toward the CEs. When analyses were limited to those Ss who considered outcomes or values to be important (88% of the sample), the 3-way interaction between type of involvement, level of involvement, and argument strength was significant. This interaction supports the importance of distinguishing between ORI and VRI.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
