MBA (TURKISH, NONTHESIS) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
PIH5010 | Persuasion and Communication Psychology | Fall | 3 | 0 | 3 | 8 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | Turkish |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Prof. Dr. HALUK GÜRGEN |
Course Lecturer(s): |
Dr. Öğr. Üyesi ÖNDER YÖNET Prof. Dr. YAMAN ÖZTEK Prof. Dr. HASAN KEMAL SUHER Instructor DİLEK UÇAY Prof. Dr. HALUK GÜRGEN Dr. Öğr. Üyesi GÜL ŞENER |
Recommended Optional Program Components: | None |
Course Objectives: | The main objective of the course is to provide students with a solid grounding in theories, principles, and strategies of social influence and persuasion as they apply to everyday contexts in which influence attempts take place. We'll explore this subject from a scientific and psychological perspective. We'll learn basic, effective persuasion tactics that are effective in changing attitudes and behaviors in a variety of situations. Students should gain familiarity with findings from empirical investigations on persuasion, social influence, and compliance gaining, and will learn about strategies and techniques of persuasion relating to a wide variety of real-life communication contexts, situations. and settings. |
The students who have succeeded in this course; I. Functional Approaches to Approaches to Attitude II. Belief-Based Models of Attitude III. Cognitive Dissonance Theory IV. Theories of Behavioral Intention V. Elaboration Likelihood Model VI. The Study of Persuasive Effects VII. Source Factors VIII .Message Factor IX. Receiver and Content Factor X. Personality and Persuasion and Interpersonal Persuasion |
This course will cover the basic persuasion theories. Also as foundations of these theories, belief, attitude, behavior related theories will be examined. |
Week | Subject | Related Preparation |
1) | Introduction to persuasion Persuasion constancies and Change Persuasion Messages Travel Faster Than Ever Before | |
2) | Functional Approaches to Approaches to Attitude A Classic Functional Analysis Subsequent Developments Commentary | |
3) | Belief-Based Models of Attitude Summative Model of Attitude Research Evidence and Commentary | |
4) | Cognitive Dissonance Theory General Theoretical Sketch Some Research Applications Revisions of, and Alternatives to, Dissonance Theory | |
5) | Theories of Behavioral Intention Theory of Reasoned Action Research Concerning the TRA model Implications for Persuasion Theory of Planned Behavior Research Concerning the TPB Model PBC as a Persuasion Target Commentary on the TPB The Intention Behavior Relationship | |
6) | Elaboration Likelihood Model Variations in the Degree of Elaboration Factors Affecting the Degree of Elaboration Influences on Persuasion Effects Under Complexities and Consequences in Persuasion Process Commentary | |
7) | The Study of Persuasive Effects Experimental Design and Causal Inference Two General Problems in Studying Persuasive Effects | |
8) | Source Factors Communicator Credibility Liking Other Source Factors | |
9) | Review | |
10) | Message Factor Message Structure Message Content Sequential Request Strategies | |
11) | Receiver and Content Factor Natural Receiver Characteristics Induced Receiver Factors | |
12) | Personality and Persuasion The Myth of the Vulnerable Other Need for Cognition Self Monitoring Dogmatism Additional Issues Other Personality Factors | |
13) | Interpersonal Persuasion Foot in the Door Door in the Face Applications Other Compliance Techniques Compliance Gaining Ethical Issues | |
14) | Communication Campaigns Thinking about Campaigns locating Effects Theoretical Perspectives Campaigns Effects The McGruff Crime Prevention Project Antismoking and Cardiovascular Risk Reduction Campaigns Antidrinking Campaigns Drug Prevention Campaigns Complicating Factors Values and Ethics |
Course Notes / Textbooks: | Persuasion Theory and Research (Second Edition) Daniel J. O’Keefe (University of Illinois) SAGE Publications 2002 The Dynamics of Persuasion Richard M.Perloff Routledge, 4th Ed. 2010. |
References: | Konular ile ilgili makaleler gerekli olduğunda sağlanacaktır. Related articles will be provided if necessary. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Presentation | 1 | % 30 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 42 |
Presentations / Seminar | 9 | 45 |
Homework Assignments | 13 | 39 |
Midterms | 6 | 30 |
Final | 6 | 32 |
Total Workload | 188 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to develop and deepen their knowledge in the same or a different field at the level of expertise, based on undergraduate level qualifications. | |
2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | |
3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | |
4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | |
5) | To be able to solve the problems encountered in the field by using research methods. | |
6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | |
7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | |
8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | |
9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | |
10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | |
11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
12) | Being able to independently carry out a work that requires expertise in the field. | |
13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | |
14) | Being able to lead in environments that require solving problems related to the field. |