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INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS

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Date Issued:
2010
Abstract/Description:
ABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in ToulminÂÂÂÂ's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or ToulminÂÂÂÂ's model iii of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.
Title: INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS.
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Name(s): Long, Kim, Author
Miller, Ann, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in ToulminÂÂÂÂ's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or ToulminÂÂÂÂ's model iii of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.
Identifier: CFE0003407 (IID), ucf:48423 (fedora)
Note(s): 2010-12-01
M.A.
Sciences, Nicholson School of Communication
Masters
This record was generated from author submitted information.
Subject(s): argumentativeness
elaboration likelihood model
persuasion
public speaking students
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003407
Restrictions on Access: public
Host Institution: UCF

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