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Instruction in crisis situations: Targeting learning preferences and self-efficacy

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Abstract

This study employs instructional communication and crisis communication theoretical frameworks to experimentally examine messages tailored to learning style preferences to determine their effect on receivers’ perceived efficacy to take self-protective measures during a crisis event. In the first phase of the study, participants (N=254) viewed manipulated instructional media messages in the form of simulated news reports that reflected one of four learning styles. Results revealed no significant differences in perceived self-efficacy based on receiver learning style preference or message manipulation tailored to specific learning styles, but there was an interaction effect. In the second phase, participants (N=123) completed pre-test and post-test measures of self-efficacy and watched a message that either matched or mismatched their learning style preference. Overall, participant self-efficacy significantly increased at post-test. However, none of the tailored messages significantly increased post-test self-efficacy over the others. The results extend both instructional communication and crisis management research, and provide avenues for future research utilizing instructional theories and frameworks and message tailoring to influence crisis management, instructional message design and self-protection efficacy.

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Author information

Authors and Affiliations

  1. Division of Instructional Communication and Research, University of Kentucky, 310 Lucille C. Little Library, Lexington, KY, 40506, USA

    Brandi N Frisby

  2. Department of Communication, University of Kentucky, 227 Grehan Building, Lexington, KY 40506, USA

    Deanna D Sellnow, Derek R Lane, Shari R Veil & Timothy L Sellnow

Authors
  1. Brandi N Frisby
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  2. Deanna D Sellnow
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  3. Derek R Lane
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  4. Shari R Veil
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  5. Timothy L Sellnow
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Appendix

Appendix

Foodborne illness crisis efficacy

  1. 1

    I am certain I can master the skills to protect myself from foodborne illness.

  2. 2

    I am certain I can figure out how to take action to prevent foodborne illness.

  3. 3

    I believe I can do things to protect myself from foodborne illness.

  4. 4

    I know I can take action to protect myself from foodborne illness.

  5. 5

    I am certain I have the ability to take necessary action to protect myself from foodborne illness.

  6. 6

    I know that I have the ability to do things in the case of a foodborne illness.

  7. 7

    What I do with the knowledge I have about foodborne illness will keep me safe.

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Frisby, B., Sellnow, D., Lane, D. et al. Instruction in crisis situations: Targeting learning preferences and self-efficacy. Risk Manag 15, 250–271 (2013). https://doi.org/10.1057/rm.2013.7

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