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Arming consumers against product placement: A comparison of factual and evaluative educational interventions

Tina Tessitore and Maggie Geuens

Journal of Business Research, 2019, vol. 95, issue C, 38-48

Abstract: Several countries allow product placement on the condition that it is clearly identified to consumers. However, the currently used disclosures are not always effective. Therefore, we investigate the potential of two types of educational interventions (factual versus evaluative) to help consumers identify product placements, as well as the impact they have on the placed brands. Our results show that an evaluative (versus factual) intervention evokes more reactance (Study 1) and has a lower impact on persuasion knowledge but leads to similar correction effects on the purchase intention of the placed brand (Study 2). Study 3 extends these findings by investigating consumer characteristics as a potential moderator and shows that factual (evaluative) interventions lead to more correction effects on purchase intention for lower (higher) self-monitors.

Keywords: Persuasion knowledge; Product placement; Educational interventions; Self-monitoring; Reactance (search for similar items in EconPapers)
Date: 2019
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Handle: RePEc:eee:jbrese:v:95:y:2019:i:c:p:38-48