Does PR Education Make A Difference?

Media Effects on Student Attitudes Toward Public Relations

Nance McCown, Ph.D.; Jennifer Fisler, Ph.D.; Emily Mohler 13; Sarah Doucette 14 - Messiah College
H2: The relationship between media exposure to negative public relations images and negative attitudes toward public relations is moderated by public relations education, such that when public relations education is high, there will be no or less difference in attitudes toward public relations based on negative media portrayals. Yet, when public relations education is low or not present, negative attitude toward public relations will increase with exposure to negative public relations images.

Findings
H1: Univariate analysis of variance comparing control group and experimental group scores on their attitudes toward public relations/public relations professionals Dependent variable = composite of 24 semantic differential survey items Control Group Mean = 78.58 Experimental Group Mean = 88.94 Lower number indicates more positive attitude toward public relations Difference statistically significant (p<.01) Groups differed in attitude toward public relations H2: Calculated composite grouping variable for public relations education and experience using Ps responses to related survey items Ps given one point for each positive response to major, coursework, applied/volunteer experiences, and seminars/conferences (22 highest possible score) Ps with 4+ = high experience; >4 = low experience Analysis did not yield sufficient evidence that high public relations education and experience moderated the relationship between media exposure and negative attitudes toward PR (p>.05) Analysis repeated without interaction effect yielded statistically significant difference in attitudes toward PR between control and experimental groups (p<.01) Analysis also revealed statistically significant difference between participants with high and low levels of public relations education and experience.

Discussion

Method

Study Purpose
Understand how media exposure influences students attitudes toward public relations and whether public relations education makes a difference through its potential moderating influence.

Hypotheses
H1: Media exposure to negative public relations images affects attitudes toward public relations/public relations professionals such that individuals who view such images are more likely to hold negative attitudes toward public relations/public relations professionals than individuals who do not view such images.

2 x 2 quasi-experimental, posttest-only design with control group Participants (Ps, N=66): all undergraduates at liberal arts college in Eastern United States Experimental Group viewed negative portrayals of public relations-related film clips Control Group viewed non-public relations-related film clips Ps responded using post-experiment electronic survey: Bipolar adjective pairs describing public relations practitioners or public relations field using a 7-point semantic differential scale. Questions measuring potential public relations career interest Questions indicating level of public relations education: coursework, applied experience (for-credit or volunteer), and professional development seminars/conferences Induction check to ensure control group perceived film clips as depicting public relations negatively and non-control group perceived no public relations depictions

Findings clearly indicate students exposed to clips portraying public relations negatively expressed more negative attitudes toward public relations than those exposed to neutral clips Study supports H1 and extends Entmans (1993) and Hallahans (1999) theories that suggest framing of subject matter works to influence cognitive processes and perceptions in this case, of public relations Films with negative attribute framing of public relations negatively influenced viewer perceptions of public relations Study evidence insufficient to support H2 Possibly due to small sample size or to smaller number of Ps falling into high PR education category in both experimental and control groups Removing control/experimental groups and viewing data from high PR education participants in aggregate suggests that Ps with greater levels of PR education and experience may have less confused perceptions of the field (Bowen 2003)

Conclusion
Public relations education MATTERS because it makes a

Key References Bowen, S. A. (2003). I thought it would be more glamorous: Preconceptions and misconceptions of public relations among students in the principles course. Public Relations Review, 29, 199-214. Entman, R. M. (1993). Framing: Toward a clarification of a fractured paradigm. Journal of Communication, 43, 51-58. Hallahan, K. (1999). Seven models of framing: Implications for public relations. Journal of Public Relations Research, 11(3), 205-242.

difference in attitude toward PR despite negative media influence Further research with larger sample sizes will further test public relations moderating effect on negative media portrayals of the field and practitioners Refinement of semantic differential instrument may assist in future research Findings assist both PR educators and practitioners in understanding how media exposure influences students

(and, by extension, other publics) attitudes toward public relations