2008 PROCEEDINGS - Public Relations Society of America

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Table 3 Scale reliability Cronbach Alpha Mean Inter-Item Correlation Performance Expectancy .804 .518 Effort Expectancy .843 .586 Social Influence .835 .559 Facilitating Conditions .764 .431 Self-Efficacy .557 .239 Anxiety .836 .557 Attitude .885 .660 Behavioral Intent .963 .898 The individual hypotheses of the UTATU were then tested using hierarchical multiple regression (HMR) in the steps indicated by the UTAUT research report and summarized in table 4 below. Specific details of each test of the hypothesis follow. Table 4 Decision matrix Hypothesis Dependent Variable Behavioral H1 Intention Behavioral H2 Intention H3 H4a Behavioral Intention Behavioral Intention Independent Variable Moderators Decision Performance Expectancy Gender, Age Effort Expectancy Social Influence Facilitation Conditions H4b Usage Facilitating Conditions H5a Behavioral Intention Computer Self-efficacy Gender, Age, Experience Gender, Age Voluntariness, Experience None Age, Experience None Reject (r = .685, n=338, p
Although hierarchical multiple regression analysis revealed a moderately strong direct effect (r=.686, n = 338, p < .01) for performance expectancy on intent to use blog, the moderating effects of age and gender were not supported and were non significant at each step of the regression analysis. Therefore, H1 was rejected (Table 5). Table 5 HMR Results for Performance Expectancy R² DV – Intent R R² Change F Change df1 df2 Sig. F Change* Performance Expectancy 0.686 0.471 0.000 AGE 0.686 0.471 0.00 0.04 1 335 0.849 GEN 0.686 0.471 0.00 0.00 1 335 0.981 PExGEN 0.687 0.472 0.00 0.88 1 333 0.349 PExAGE 0.686 0.471 0.00 0.00 1 333 0.963 GENxAGE 0.686 0.471 0.00 0.12 1 333 0.731 PExGENxAGE 0.687 0.472 0.00 0.04 1 330 0.836 Note: * p < .05 Although a small moderating effect was found for experience, the direct effect for effort expectancy on intent was significant but weak at best (r=.454, n = 338, p < .01). Therefore, H2 was rejected (Table 6). Table 6 HMR Results for Effort Expectancy DV – Blog Intent R R² R² Change F Change df1 df2 Effort Expectancy 0.454 0.206 0.000 AGE 0.454 0.207 0.00 0.13 1 335 0.717 GEN 0.454 0.206 0.00 0.00 1 335 0.999 EXP 0.467 0.218 0.01 5.17 1 335 0.024 EExGEN 0.468 0.207 0.00 0.07 1 332 0.792 EExAGE 0.468 0.219 0.00 0.04 1 332 0.845 EExEXP 0.566 0.320 0.10 49.60 1 332 0.000 GENxAGE 0.472 0.223 0.00 1.85 1 332 0.175 GENxEXP 0.469 0.220 0.00 0.51 1 332 0.475 AGExEXP 0.469 0.220 0.00 0.49 1 332 0.486 EExGENxAGE 0.579 0.335 0.00 0.65 1 326 0.421 EExGENxEXP 0.578 0.334 0.00 0.35 1 326 0.557 EExAGExEXP 0.580 0.336 0.00 1.24 1 326 0.266 GENxAGExEXP 0.578 0.334 0.00 0.01 1 326 0.921 EExGDRxAGExEXP 0.583 0.309 0.00 0.47 1 322 0.495 Note: * p < .05 Sig. F Change* The direct effect of social influence on blogging intent was significant and relatively strong (r = .660, n = 338, p < .01). Moreover, the moderating effects of age, experience and voluntariness of use were found to be significant (p < .05), albeit weak moderating effects. 85
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
Page 33 and 34: Examples of student blogs can be fo
Page 35 and 36: Technorati. Retrieved on May 15, 20
Page 37 and 38: Characteristics of Organizational o
Page 39 and 40: Table 1. Summary Definitions of Cri
Page 41 and 42: Table 3. Organizational Image Resto
Page 43 and 44: Table 5. Hierarchical Rankings of E
Page 45 and 46: strategies public relations profess
Page 47 and 48: Stephens, K. K., Malone, P. C., & B
Page 49 and 50: Testing Crisis Response Strategies:
Page 51 and 52: example Coombs & Schmidt (2000) emp
Page 53 and 54: Table 1.0 Tactics And Examples As O
Page 55 and 56: Discussion The purpose of this rese
Page 57 and 58: Benoit, W.L. (1995b). Sears repair
Page 59 and 60: IMC and its Integration into Progra
Page 61 and 62: umbrella. This arrangement more clo
Page 63 and 64: 3B: How do institutional factors pr
Page 65 and 66: academic units. Responses were code
Page 67 and 68: RQ3A: How do institutional factors
Page 69 and 70: The lowest mean scores, ranging fro
Page 71 and 72: In this study, respondents’ perce
Page 73 and 74: At this juncture, the challenge for
Page 75 and 76: education. Journalism & Mass Commun
Page 77 and 78: However, many inside the public rel
Page 79 and 80: Core Determinants UTAUT contains fo
Page 81 and 82: H5a: Computer self-efficacy will NO
Page 83: Table 2 Descriptive Statistics for
Page 87 and 88: Table 8 HMR Results for Facilitatin
Page 89 and 90: use blogs. In fact, nearly 86% of r
Page 91 and 92: Venkatesh, V. (1999). Creation of f
Page 93 and 94: What’s Guiding the Profession? An
Page 95 and 96: process. Arnett, Arneson, and Bell
Page 97 and 98: The interview process was guided by
Page 99 and 100: chef’s feelings or the server’s
Page 101 and 102: If you’re going to work with [com
Page 103 and 104: Professionals, however, offered sev
Page 105 and 106: Hemingway, C. A. (2005). Personal v
Page 107 and 108: Causing Our Own Problems? Women as
Page 109 and 110: What’s Critical About PR and New
Page 111 and 112: • PR strategy is still developed
Page 113 and 114: Discussion in Terms of Strategy, Et
Page 115 and 116: How the PRSA’s Certification in E
Page 117 and 118: 1) How did the PRSA certification e
Page 119 and 120: Frances Lilly in a similar white pa
Page 121 and 122: Concerned that its sexual harassmen
Page 123 and 124: All respondents agreed that e-learn
Page 125 and 126: DL 3.0 were simple text and graphic
Page 127 and 128: technology that we lose sight of th
Page 129 and 130: Lowery, S. A., & DeFleur, M. L. (19
Page 131 and 132: and student groups in research clas
Page 133 and 134: Adoption of Participatory Adult Lea
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all had the same instructor, the sa
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Table 1: Thematic Analysis Results
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Improving Feedback, Interaction and
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will realize they all are expected
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How to Win Friends and Impact Stude
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6. After reviewing assignments to m
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The pre-assessment survey results s
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messages and she never even called
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Who Should Teach Investor Relations
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Relations Society of America (PRSA)
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From Britney Spears to Burger King:
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governmental entities. The professo
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Show Me! Portfolios as Instruments
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The Student. In a real sense, what
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Gill, K. (ed.). (1993). Process and
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Courses of Study The courses in the
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Table 1. Cluster Comparison of Grad
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Appendix Name________________ Semes
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Outcome Clusters (italicized are ne
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innovation; (2) Successful collabor
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Breaking Ground In A Public Communi
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O A Video Documentary O A mini-vide
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Reflection as an Assessment Tool in
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Creating a Multi-Layered Case Study
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Finally in phase three of the case
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Example 2 Online Assignment: Studen
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New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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