Media mindfulness: developing the motivation and ability to process advertisements

The present study utilized the theories of flow, mindfulness, and the elaboration likelihood model of persuasion to explore which factors may influence the cognitive processing of advertisements by students who participated in a five-week media education curriculum. The purpose of this study was to determine if students who participated in a media education curriculum that focused on advertising differed in their cognitive processing, attitudes, and knowledge of advertisements from students who did not participate in the curriculum. Participants were eighth grade middle school students from an affluent community in Morris County, New Jersey. Differences in attitudes, number of thoughts, and knowledge were investigated. A grounded theory approach was used to analyze student thought listings. The results showed that students who participated in the media education curriculum were more mindful of their advertising consumption. Additionally, students had more positive attitudes toward advertising, language arts class, and working as a member of a team. Students who participated in the curriculum were also more knowledgeable about advertising.Ph.D.Includes bibliographical references (p. 168-174)