Citation

Byrne S, Linz D, Potter WJ. Media Psychol. 2009; 12(3): 227-248.

Copyright

(Copyright © 2009, Informa - Taylor and Francis Group)

DOI

10.1080/15213260903052265

PMID

unavailable

Abstract

This study advances research on the boomerang effect in response to anti-aggression media literacy interventions. Previous findings indicate that elementary school children can become more aggressive after exposure to such interventions. We test two competing explanations for the boomerang effect, media priming and psychological reactance, in a 2 ? 2 factorial experiment with elementary school children (N = 128). Findings indicate that children may cognitively process antisocial elements of an intervention program in a manner that runs counter to the intended effect of prosocial messages. Specifically, children who were exposed to a media literacy intervention with violent media clips as examples reported an increase in willingness to use aggression, whereas children who were exposed to the same lesson without the clips did not. Therefore, the boomerang effect is best explained by the processing of violent clips (media priming) and is not likely due to resistance to the instructional elements of the lesson (psychological reactance). Implications for researchers and practitioners are discussed.
This study advances research on the boomerang effect in response to anti-aggression media literacy interventions. Previous findings indicate that elementary school children can become more aggressive after exposure to such interventions. We test two competing explanations for the boomerang effect, media priming and psychological reactance, in a 2 ? 2 factorial experiment with elementary school children (N = 128). Findings indicate that children may cognitively process antisocial elements of an intervention program in a manner that runs counter to the intended effect of prosocial messages. Specifically, children who were exposed to a media literacy intervention with violent media clips as examples reported an increase in willingness to use aggression, whereas children who were exposed to the same lesson without the clips did not. Therefore, the boomerang effect is best explained by the processing of violent clips (media priming) and is not likely due to resistance to the instructional elements of the lesson (psychological reactance). Implications for researchers and practitioners are discussed.