In the name of God

  Identity Emotive Model  ( 4 steps )

1.  message (ads) project an identity

2.  the message sets a context in which to enact an identity

3.  object (product) is linked with identity/situation/ mood

4.  justification of why object (product) is needed to achieve identity by receiver
 

 

Identity Emotive Model: The identity Emotive Model focus primarily on

messages. The model also has four steps: first, message project an

identity, secondly the message sets a context in which to enact an identity,

third the product is linked with identity/situation/mood, and lastly there is

justification of why the product is needed to achieve identity by the

receiver.

Example:

 graduation meals

, the Identity Emotive Model can be clearly explained. To begin, the message

projects an identity of finally graduating college and having the

opportunity to share the day with family and friends. The message creates

a satisfactory identity and makes upperclassmen feel like they have

achieved success. The message sets a context of inviting family and

friends to a graduation celebration to celebrate this new found success and

“heroism.” By commending upperclassmen for graduating, they will feel

special and triumphant. Next, The product (my restaurant) is linked with

the situation because we are promoting graduation meals. Graduating

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college is one of the happiest days of any student’s life and their parent’s

lives. City Lights wants to capture that essence and welcome the new

graduates to a celebration. Lastly, my radio announcement justifies that in

order to get the most bang for their buck, they should come to City Lights.

Not only will they be saving money with the May incentive program, I

have already thanked the upperclassmen for being an important group to

my restaurant. They will feel like they need to come to my restaurant one

last time to meet up with friends at their favorite college hangout spot.

 Social Influence

The concept of social influence has been assessed by social norm and normative belief in both the theory of reasoned action and theory of planned behavior. Individuals’ elaborative thoughts on subjective norms are perceptions on whether they are expected by their friends, family and the society to perform the recommended behavior. Social influence is measured by evaluation of various social groups. For example, for smoking issue, (1) subjective norms from peer group include thoughts such as, “Most of my friends smoke,” or “I feel ashamed of smoking in front of a group of friends who don’t smoke”; (2) subjective norms from family include thoughts such as, “All my family smoke, and it seems natural to start smoking,” or “My parents were really mad at me when I started smoking”; and (3) subjective norms from society or culture include thoughts such as, “Everyone is against smoking,” and “We just assume everyone is a nonsmoker.”

While most models are conceptualized within individual cognitive space, the theory of planned behavior considers social influence such as social norm and normative belief, based on collectivistic culture-related variables. Given that an individual’s behavior (e.g., health-related decision making such as diet, quitting smoking and drinking, etc) might very well be located in and dependent on the social networks and organization (e.g. peer group, family, school and workplace), social influence has been a welcomed addition.

 Example:

A Social Influence Model of Alcohol Use for Inner-City Adolescents: Family Drinking, Perceived Drinking Norms, and Perceived Social Benefits of Drinking

Objective: Social influences to drink are important predictors of adolescent drinking. This study explored a social influence model of drinking among inner-city adolescents. We examined the role of family drinking and perceived drinking norms in predicting 1-year follow-up perceived social benefits of drinking and the relationship of perceived social benefits of drinking with 2-year follow-up adolescent drinking. Method: Participants in the present study were from the control schools of a randomized trial investigating the etiology and prevention of adolescent alcohol use. During a class period at baseline in seventh grade, participants completed a questionnaire that measured self-reported alcohol use and potential predictors. The panel sample consisted of 1,318 students from baseline (seventh grade), 1 -year follow-up (eighth grade), and 2-year follow-up (ninth grade). Results: Structural equation modeling found that both family drinking and perceived drinking norms affected the perceived benefits of drinking. In turn, the perceived benefits of drinking predicted subsequent drinking, controlling for earlier drinking. Conclusions: These results illuminate the importance of the perceived benefits of drinking, as well as social influences to drink, in adolescent drinking. Therefore, they should be incorporated into alcohol prevention programs.