PRT is a psychological theory which proposes to explain how people respond when they feel that their freedom of choice or autonomy is being threatened. The purpose of this literature review is to synthesize and consolidate knowledge from five articles about Psychological Reactance Theory in order to test certain hypotheses concerning PRT. The review will start with a general overview of the concept of this theory and then gradually zoom into particular aspects that matter for our study. The analysis of each research article will be focused on its relevance to the topic that we are exploring, and our review paper will present an argumentative case for supporting predictions made in this study. The paper will end with the development of particular hypotheses which are derived from the findings in the articles.
PRT is based on comprehending people’s reactions to threats perceived in their autonomy. The article titled “Controlling Language and Irony: Aligning with PRT, “Reducing Threat and Increasing Positive Message Evaluations” (Staunton et al., 2020) considers how high-controlling language that is perceived as threatening affects message reception. This article highlights the interaction between irony and explicit, controlling language in order to offer valuable insights into how perceived communication threats can be reduced, which is a key component of PRT. Therefore, it is a valuable tool for learning the nuances of PRT in communication settings.
The study conducted by Young-Jones et al., 2021, investigates the effects of autonomy-supportive versus controlling language in educational syllabi on students’ perceptions and motivations. In the context of Psychological Reactance Theory (PRT), this research is significant as it delves into how perceived autonomy in educational settings influences student attitudes and engagement. The findings of this study demonstrate that syllabi using autonomy-supportive language can positively impact students’ perceptions of the learning environment, intrinsic motivation, and intentions to engage in the course. This research provides valuable insights into how language used in educational contexts can influence student responses, emphasizing the importance of respecting autonomy in educational settings.
Mikayla Jenkins and Marko Dragojevic’s study, on the other hand, delves into the intersection of politeness theory and resistance to persuasion. This research is highly pertinent to Psychological Reactance Theory (PRT) as it investigates how language choice, specifically controlling language, impacts the perception of messages and the resulting resistance to persuasion. By employing politeness theory, the study explains how face-threatening language in persuasive messages can provoke defensive reactions, ultimately leading to resistance. This approach aligns with PRT by highlighting the significance of perceived autonomy and respect in communication. The study’s findings contribute to a deeper understanding of the mechanisms underlying resistance to persuasion, a key aspect of PRT, especially in the context of language use and interpersonal dynamics.
Additionally, Jian Raymond Rui et al. study the impact of cultural differences on psychological reactance. This study compares the reactions of quitting smoking messages between Chinese and American participants, focusing on how controlling language is used in these messages, as well as variations due to cultural differences. The findings of the study imply that cultural factors such as individual power distance orientations play a crucial role in determining the level of psychological reactance, shedding light on how different cultures can influence reactions to perceived threats to autonomy, a key principle in PRT.
Finally, the discussed papers offer important information about the controlling language in communication and its relevance to Psychological Reactance Theory. These findings guide the hypotheses of our study, which seeks to delve deeper into this connection between controlling language and perceived threats to autonomy as well as psychological reactance. We aim to further develop the literature by providing a deeper understanding of how language can impact individuals’ responses and choices in different situations.
References
Young-Jones, A., Levesque, C., Fursa, S., & McCain, J. (2021). Autonomy-supportive language in the syllabus: Supporting students from the first day. Teaching in Higher Education, 26(4), 541-556. https://doi.org/10.1080/13562517.2019.1661375
Rui, J. R., Chen, J., Wang, L., & Xu, P. (2023). Freedom as a right or privilege? Comparing the effect of power distance on psychological reactance between china and the united states. Health Communication, https://doi.org/10.1080/10410236.2023.2212138
Jenkins, M., & Dragojevic, M. (2013). Explaining the process of resistance to persuasion: A politeness theory-based approach. Communication Research, 40(4), 559-590. https://doi.org/10.1177/0093650211420136
Staunton, T. V., Alvaro, E. M., Rosenberg, B. D., & Crano, W. D. (2020). Controlling language and irony: Reducing threat and increasing positive message evaluations. Basic and Applied Social Psychology, 42(5), 369-386. https://doi.org/10.1080/01973533.2020.1789464
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