Earticle

본 연구에서는 광고 메시지 유형(내러티브/비내러티브)에 따른 설득 효과를 설득의도의 접근 성과 자q아브랜드 연결성의 조절효과를 중심으로 살펴보았다. 연구 결과, 첫째, 전반적으로 비내러티브 광고보다 내러티브 광고의 설득 효과가 유의미하게 높게 나타났다. 둘째, 내러티브 광고의 경우 설득의도 접근성에 상관없이 비내러티브 광고의 경우보다 메시지 몰입이 유의미하 게 높게 나타난 반면, 비내러티브 광고의 경우 설득의도 접근성이 높을 때의 메시지 몰입이 설득 의도 접근성이 낮을 때 보다 유의미하게 낮게 나타났다. 셋째, 내러티브 광고의 경우 자아 브랜 드 연결성이 높을 때의 브랜드 태도가 자아 브랜드 연결성이 낮을 때보다 유의미하게 높게 나타 났는데, 메시지 몰입에서는 그 차이가 유의미하지 않았다. 반면 비내러티브 광고의 경우는 자아 브랜드 연결성이 높을 때가 낮을 때보다 메시지 몰입 및 브랜드 태도 모두 유의미하게 높게 나 타났다. 넷째, 광고 메시지 유형, 설득 의도 접근 성 및 자아 브랜드 연결성이 설득 효과에 미치 는 삼원상호작용효과는 메시지 몰입과 광고 태도에서 유의미하게 나타났다.

The purpose of this study is to examine the persuasive effects of advertising message type(narrative/non-narrative) known to cause different kinds of information processing. Additionally, This study focuses on the accessibility of the ulterior persuasive attempts on the activation of persuasion knowledge based on the persuasion knowledge model and self-brand connection. The results are as following: First, narrative ad, compared to non-narrative ad, generated significantly high message transportation, attitude toward the ad and the brand. Second, the narrative ad generated high message transportation regardless of the level of accessibility of the persuasive attempts, while non-narrative ad generated significantly low message transportation when the accessibility of the persuasive attempts was high. Third, narrative ad generated significantly high brand attitude when self-brand connection was high. Fourth, three way interactions of ad message type, the accessibility of the persuasive attempt and self-brand connection were significant in message transportation and attitude toward the ad.

본 연구는 브랜드 액티비즘 효과에 있어 이슈 적합성과 이슈 관여도의 역할을 규명하고자 하였다. 특히, 브랜드 액티비즘의 동기 인식(내적동기, 외적동기)을 심리적 메커니즘의 주요 변수로 보고 이슈 적합성, 이슈 관여도, 동기 인식, 설득지식 활성화, 브랜드 액티비즘 진정성, 가치공동창출행동 간의 관계성을 검증하고자 한다. 나이키를 인지하는 성인 (n=1444)을 대상으로 나이키의 브랜드 액티비즘 캠페인에 대한 온라인 설문조사를 실시하 였다. 연구결과는 다음과 같다. 첫째, 이슈 적합성과 이슈 관여도는 브랜드 액티비즘 동기 귀인(내적동기, 외적동기)과 무관하게 동기 인식에 정(+)적 영향을 미치는 것으로 나타났다. 둘째, 내적동기는 설득지식 활성화에 부(-)적 영향을 보였으나, 브랜드 액티비즘 진정성, 가치공동창출행동에는 정(+)적 영향을 보였다. 반면, 외적동기는 설득지식 활성화 에 정(+)적 영향을 보였으나 브랜드 액티비즘 진정성과 가치공동창출행동에는 유효한 영향을 미치지 않는 것으로 나타났다. 마지막으로, 이슈 적합성과 가치공동창출행동 간 관계, 이슈 관여도와 가치공동창출행동 간 관계를 동기 인식, 설득지식 활성화, 브랜드 액티비즘 진정성이 연속매개하는 것으로 나타났다. 이와 같은 결과를 바탕으로 본 연구의 이론적･실무적 함의를 논의한다.

This study attempts to clarify the roles of issue fit and issue involvement in the effectiveness of brand activism. In particular, in validating these effects, the study considers the perceived motives of brand activism (intrinsic, extrinsic motives) as a key variable in psychological mechanisms. The study seeks to verify the relationships among issue fit, issue involvement, perceived motives, activation of persuasive knowledge, authenticity of brand activism, and customer value co-creation behavior. The study conducted an online survey of adults (n=1444) familiar with Nike regarding Nike's brand activism campaign. The findings of the study are as follows. First, issue fit and issue involvement were found to have positive effects on perceived motives regardless of the type of the motives (intrinsic, extrinsic motives). Second, intrinsic motives had a negative impact on the activation of persuasive knowledge but showed positive effects on the authenticity of brand activism and customer value co-creation behavior. In contrast, extrinsic motives showed a positive impact on the activation of persuasive knowledge but did not have significant effects on the authenticity of brand activism and customer value co-creation behavior. Finally, it was revealed that the relationships between issue fit and customer value co-creation behavior, and between issue involvement and customer value co-creation behavior were sequentially mediated by intrinsic motives (or extrinsic motives), activation of persuasive knowledge, and authenticity of brand activism. Based on these results, the study discusses the theoretical and practical implications.

This study aims to analyze university students’ learning strategies preferred in the knowledge creation process and academic achievement according to their learning styles in a cyber learning environment. The participants of this study were 196 university students who attended cyber lecture classes in C University in Korea, and the research instruments were Felder-Silverman’s learning styles inventory, preferred knowledge creation learning strategies questionnaire and academic achievement test. First, from the results of comparing preferences of four knowledge creation learning strategies in learning styles, active and global learners showed significantly high preference in knowledge activation, elaboration, divergent thinking, knowledge sharing strategy than reflective and sequential learners. Intuitive and visual learners showed significantly higher preference in the rest three learning strategies excluding respectively knowledge activation strategy and elaboration strategy than sensing and verbal learners. Second, the result of difference in academic achievement according to learning style, sequential learners showed higher scores than global learners. There was no significant difference in academic achievement between active and reflective leaner, between sensing and intuitive learners and between visual and verbal learners. The results of this study may be utilized for basic sources to design cyber learning tasks and support functions to perform learning strategies according to individual learners.