The Effect of Prior Characteristic on Perceived Prosocial Content in Media
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32799
The Effect of Prior Characteristic on Perceived Prosocial Content in Media

Authors: Pawit Monkolprasit, Proud Arunrangsiwed

Abstract:

It was important to understand the impact of media in young adolescents. The animated film, Khun Tong Dang the Inspirations (2015), was purposefully created for teaching young children to have a positive personal trait. The current study used this film as the case study. The objective is to understand the relationship between the good characteristic of movie audiences and their perception of the good characteristic of a movie character. One-hundred students from various age ranges responded to quantitative questionnaires. The questions included their age, gender, perception about their own personal traits, perception about their experiences with others, and perception about the bravery, intelligence, and gratefulness of the character. It was found that a good personal trait has a strong relationship with the perception of bravery, intelligence, and gratefulness of the character.

Keywords: Impact of media, children, personal trait, prosocial content.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1127547

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1114

References:


[1] C. J. Carpenter, “Narcissism on Facebook: Self-promotional and anti-social behavior,” Personality and individual differences, vol. 52, no. 4, pp. 482-486, 2012.
[2] P. Arunrangsiwed, “Echo Loves Art: The Achievement of Narcissistic Online Artists,” Journal of Psychology Kasem Bundit University, vol. 9, no. 1, pp. 59-75, 2015.
[3] C. A. Anderson, D. A. Gentile, and K. E. Buckley, “Violent video game effects on children and adolescents: Theory, research, and public policy,” New York, NY: Oxford University Press, 2007.
[4] H. Polman, B. Orobio de Castro, and M. A. G. Van Aken, “Experimental study of the differential effects of playing versus watching violent video games on children’s aggressive behavior,” Aggressive Behavior, vol. 34, pp. 256–264, 2008.
[5] C. A. Anderson, A. Shibuya, N. Ihori, E. L. Swing, B. J. Bushman, A. Sakamoto, H.R. Rothstein, and M. Saleem, “Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: a meta-analytic review,” Psychological bulletin, vol. 136, no. 2, pp. 151, 2010.
[6] M. Chraif and M. Aniţei, “The Physiological Effects of Cartoons Blood Scenes on the Youngsters in Romania,” Procedia-Social and Behavioral Sciences, vol. 30, pp. 465-470, 2011.
[7] S. J. Kirsh, “Cartoon violence and aggression in youth,” Aggression and Violent Behavior, vol. 11, no. 6, pp. 547-557, 2006.
[8] P. Arunrangsiwed, “The Documentary Analysis of Meta-Analysis Research in Violence of Media,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 8, no. 1, pp. 77-80, 2014.
[9] R.E. Clark, “Reconsidering research on learning from media,” Review of Educational Research, vol. 53, no. 4, pp. 445-459, 1983.
[10] A.Badre, M. Beranek, M. Morris, and J. Stasko, “Assessing Program Visualization Systems as Instructional Aids,” in Proc of 4th International Conference on Computer Assisted Learning, 1991.
[11] C. Rebetez, M. Bétrancourt, M. Sangin, and P. Dillenbourg, “Learning from animation enabled by collaboration,” Instructional science, vol. 38, no. 5, pp. 471-485, 2010.
[12] R. Tasker and R. Dalton, “Visualizing the Molecular World - Design, Evaluation, and Use of Animations,” Visualization: Theory and Practice in Science Education, pp. 103-131, 2008.
[13] B. J. Stith, “Use of animation in teaching cell biology,” Cell Biology Education, vol. 3, no. 3, pp. 181-188, 2004.
[14] R. Mayer and R. Moreno, “Animation as an Aid to Multimedia Learning,” Educational Psychology Review, vol. 14, no. 1, 2002.
[15] L. P. Rieber, “Animation in computer-based instruction,” Educational technology research and development, vol. 38, no. 1, pp. 77-86, 1990.
[16] C. Kehoe, J. Stasko, and Taylor, “A. Rethinking the Evaluation of Algorithm Animations as Learning Aids: An Observational Study,” International Journal of Human-computer Studies, vol. 54, no. 2, pp. 265–284, 2001.
[17] J. Cornelissen, “Corporate Communication: A Guide to Theory and Practice (3rd Edition),” Great Britain: SAGE Publications. 2011.
[18] J. B. Helfgott, “Criminal behavior and the copycat effect: Literature review and theoretical framework for empirical investigation,” Aggression and Violent Behavior, vol. 22, pp. 46-64, 2015.
[19] D. A. Gentile, S. Coyne, and D. A. Walsh, “Media violence, physical aggression, and relational aggression in school age children: a short‐term longitudinal study,” Aggressive behavior, vol. 37, no. 2, pp. 193-206, 2011.
[20] M. J. Hogan, “Prosocial effects of media,” Pediatric Clinics of North America, vol. 59, no. 3, pp. 635-645, 2012.
[21] J. M. Ostrov, D. A Gentile, and N. R. Crick, “Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study,” Social Development, vol. 15, no. 4, pp. 612-627, 2006.
[22] T. Greitemeyer and S. Osswald, “Playing prosocial video games increases the accessibility of prosocial thoughts,” The Journal of social psychology, vol. 151, no. 2, pp. 121-128, 2011.
[23] T. Greitemeyer, “Effects of prosocial media on social behavior when and why does media exposure affect helping and aggression?,” Current Directions in Psychological Science, vol. 20, no. 4, pp. 251-255, 2011.
[24] M. Saleem, C. A. Anderson, and D.A. Gentile, “Effects of prosocial, neutral, and violent video games on children's helpful and hurtful behaviors,” Aggressive Behavior, 38(4), 281-287. (2012).
[25] M. Saleem, C. A. Anderson, and D. A. Gentile, “Effects of prosocial, neutral, and violent video games on college students' affect,” Aggressive Behavior, vol. 38, no. 4, pp. 263-271, 2012.
[26] S. Prot, D. A. Gentile, C. A. Anderson, K. Suzuki, E. Swing, K. Lim, M., ..., and A. K. Liau, “Long-term relations among prosocial-media use, empathy, and prosocial behavior,” Psychological science, vol. 25, no. 2, pp. 358-368, 2014.
[27] W. J. Brown and A. Singhal, “Ethical considerations of promoting prosocial messages through the popular media,” Journal of Popular Film and Television, vol. 21, no. 3, pp. 92-99, 1993.
[28] S. N. Keller and J. D. Brown, “Media interventions to promote responsible sexual behavior,” Journal of Sex Research, vol. 39, no. 1, pp. 67-72, 2002.
[29] W. J. Brown and A. Singhal, “Ethical guidelines for promoting prosocial messages through the popular media,” In the eye of the beholder: Critical perspectives in popular film and television, pp. 207-223, 1997.
[30] W. J. Brown and A. Singhal, “Ethical dilemmas of prosocial television,” Communication Quarterly, vol. 38, no. 3, pp. 268-280, 1990.
[31] V. C. Strasburger and M. J. Hogan, “Children, adolescents, and the media,” Pediatrics, vol. 132, no. 5, pp. 958-961, 2013.
[32] P. Arunrangsiwed, “The Experimental Research Design of Animation-Based Learning Research” Proc. In The 10th National and International Social Science Symposium: Social Innovation for Sustainable, Chiang Rai Rajabhat University, 2014.
[33] P. Arunrangsiwed, “Teaching Method in Situational Crisis Communication Theory: A Literature Review,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 10, no. 8, pp. 2652-2655.
[34] S. Hearold, “A synthesis of 1043 effects of television on social behavior,” Public communication and behavior, vol. 1, pp. 65-133, 1986.
[35] P. Arunrangsiwed and M. Pasomsat “The Evolution of Disney Fairy Tales: A Meta-Review of Past Studies,” Faculty of Management Science, Suan Sunandha Rajabhat University, SSRU Journal of Management Science, vol. 3, no. 1, 2016.
[36] S. Wilde, “Repackaging the Disney Princess: A Post-feminist Reading of Modern Day Fairy Tales,” Journal of Promotional Communications, vol. 2, no. 1, 2014.
[37] M. C. Rochester, “Trends in Gender and Sexuality in Contemporary Children's Fairy Tales” (Doctoral dissertation), 2014.
[38] D. Morrison, “Brave: A Feminist Perspective on the Disney Princess Movie,” California Polytechnic State University (Doctoral dissertation), San Luis Obispo, 2014.
[39] M. R. Lavin, “Women in comic books,” Serials Review, vol. 24, no.2, pp. 93-100, 1998.
[40] E. Avery-Natale, “An analysis of embodiment among six superheroes in DC Comics,” Social Thought and Research, vol. 32, pp.71, 2013.
[41] S. S. Pratiwi, “Women’s Portrayals in the Comic Books (A Visual Grammar of the Heroines’ Portrayals in the Selected Comic Books Published by Dc Comics and Marvel),” Passage, vol. 1, no. 2, pp. 119–124, 2013.
[42] M. Dunne, “The Representation of Women in Comic Books, Post WWII Through the Radical 60’s,” PSU McNair Scholars Online Journal, vol. 2, no. 1, pp. 20, 2006.
[43] A. C. Decker and M. Castro, “Teaching history with comic books: A case study of violence, war, and the graphic novel,” The History Teacher, vol. 45, no. 2, pp. 169-187, 2012.
[44] Lavin, M. R. “Comic books and graphic novels for libraries: What to buy,” Serials review, vol. 24, no. 2, pp. 31-45, 1998.
[45] P. Arunragnsiwed, “The Confirmation Study of Mutant Being and Friendship of Slash Characters in Original Media,” Silpakorn University Journal of Social Sciences, Humanities, and Arts, vol. 16, no. 1, 2016.
[46] P. Arunrangsiwed, “Equality, Friendship, and Violence in Slash or Yaoi Fan Art,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 9, no. 12, pp. 3747-3751, 2015.
[47] P. Arunrangsiwed, “Self-Esteem as the Motive Power of Fans' Communication,” in Proc. 4th World Conference on Psychology and Sociology, Rome, 2015.
[48] I. Pairoa and P. Arunrangsiwed, “The Effect of Brand Mascots on Consumers' Purchasing Behaviors,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 10, no. 5, pp. 1612-1615.
[49] R. W. Black, “Language, culture, and identity in online fanfiction,” E-learning and Digital Media, vol. 3, no. 2, pp. 170–184, 2006.
[50] R. W. Black, “Online fan fiction and critical media literacy,” Journal of Computing in Teacher Education, vol. 26, no. 2, pp. 75-80, 2009.
[51] F. Y. Lam, “Comic Market: How the World's Biggest Amateur Comic Fair Shaped Japanese Dōjinshi Culture,” Mechademia, vol. 5, no. 1, pp. 232–248, 2010.
[52] Chen, J. S. A study of fan culture: Adolescent experiences with animé/manga doujinshi and cosplay in Taiwan. Visual Arts Research, 14-24. 2007.
[53] U.Trautwein and O. Lüdtke, “Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track,” Learning and Instruction, vol. 19, no. 3, pp. 243-258, 2009.
[54] H. Odacı, “Are Adolescent Girls More Depressive than Adolescent Boys in Turkey?” Depression, vol. 8, no. 9, 2011.
[55] E. J. Jeong, H. R. Lee, and J. H. Yoo, “Addictive use due to personality: focused on big five personality traits and game addiction,” World Academy of Science, Engineering and Technology: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 9, no. 6, 2015.
[56] G. Lavanco, V. Catania, A. Milio, and F. Romano, “Learning and relationships in the cyberspace,” World Academy of Science, Engineering and Technology: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 2, no. 4, pp. 473-477, 2008.
[57] M. Jelínek and P. Květon, “Violent Videogame Playing and Its Relations to Antisocial Behaviors,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 10, no. 6, pp. 1792-1795, 2016.
[58] E. Chernyshkova, “Dynamic of Aggressive Behavior at the Context of Reflective Process,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 5, no. 8, pp. 948-950, 2011.
[59] M. P. D. D. Maria, “Employee Aggression, Labeling and Emotional Intelligence,” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 8, no. 7, pp. 2173-2176, 2014.
[60] S. M. Agerwala, A. Votta, B. Hogan, J. Yannocone, S. Samuels, and S. Chifriller, “Aggressive driving in young motorists. International Journal of Humanity and Social Sciences,” vol. 2, no. 3, pp. 182-185, 2008.
[61] P. Arunrangsiwed, “Science School Was Burned: A Case Study of Crisis Management in Thailand,” International Journal of Social, Behavioral, Educational, Economic and Management Engineering, vol. 8, no. 7, pp. 2231-2239, 2014.
[62] C. A. Anderson and W. A. Warburton, “The impact of violent video games: An overview,” Growing up fast and furious: Reviewing the impacts of violent and sexualised media on children, pp. 56-84. 2012.