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dc.contributor.authorHughes, M.
dc.contributor.authorGriffith, J.
dc.contributor.authorZeni, T.
dc.contributor.authorArsenault, M.
dc.contributor.authorCooper, O.
dc.contributor.authorJohnson, Genevieve
dc.contributor.authorHardy, J.
dc.contributor.authorConnelly, S.
dc.contributor.authorMumford, M.
dc.date.accessioned2017-01-30T11:31:08Z
dc.date.available2017-01-30T11:31:08Z
dc.date.created2016-01-07T20:00:18Z
dc.date.issued2014
dc.identifier.citationHughes, M. and Griffith, J. and Zeni, T. and Arsenault, M. and Cooper, O. and Johnson, G. and Hardy, J. et al. 2014. Discrediting in a message board forum: The effects of social support and attacks on expertise and trustworthiness. Journal of Computer-Mediated Communication. 19 (3): pp. 325-341.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/12508
dc.identifier.doi10.1111/jcc4.12077
dc.description.abstract

Given the prevalence of online media today, credibility continues to be a popular subject of empirical research. However, studies examining the effects of discrediting strategies are rare. This issue is significant given the popularity of online media and the ease of such sources to spread misinformation. Therefore, the present study examines the effects of attacking the expertise and trustworthiness of a proponent of a major social issue. Results showed that support as well specific combinations of discrediting attack strategies significantly reduced message board readers' perceptions of the proponent's credibility. In addition, attacks on either the proponent's expertise or trustworthiness resulted in a reduced likelihood of readers taking action with respect to the issue.

dc.titleDiscrediting in a message board forum: The effects of social support and attacks on expertise and trustworthiness
dc.typeJournal Article
dcterms.source.volume19
dcterms.source.number3
dcterms.source.startPage325
dcterms.source.endPage341
dcterms.source.titleJournal of Computer-Mediated Communication
curtin.departmentSchool of Education
curtin.accessStatusOpen access via publisher


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