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Threatening uncertainty and psychological reactance: are freedom threats always noxious?

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Abstract

Psychological reactance theory posits that when people are faced with threats to, or elimination of, behavioral freedom, they experience an aversive motivational state (i.e., psychological reactance). Recent research indicates that people’s state of mind affects reactance arousal processes. We hypothesized that being in a state of threatening uncertainty would cause people to experience less psychological reactance to a freedom-threatening communication than those in a state of certainty. We randomly assigned 114 students from a North American University to an uncertainty- or certainty-inducing recall task; they were then exposed to a reactance-arousing message. Compared to participants primed to feel certain, those primed with threatening uncertainty reported significantly less threat and more positive attitudes in response to a freedom threatening communication. Mediation analysis revealed an indirect effect of feelings of threatening uncertainty on people’s behavioral intentions, through perceptions of the controlling message. Results support our hypothesis: people in a state of uncertainty experience less psychological reactance than those in a state of certainty.

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Acknowledgements

We would like to thank William D. Crano, James P. Dillard, and Andrew Lac for their guidance and insight on previous versions of this work.

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Authors and Affiliations

  1. Dominican University of California, 50 Acacia Ave, San Rafael, CA, 94901, USA

    Benjamin D. Rosenberg

  2. Claremont Graduate University, 123 E. 8th St., Claremont, CA, 91711, USA

    Jason T. Siegel

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  1. Benjamin D. Rosenberg
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Correspondence to Benjamin D. Rosenberg.

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The authors declare they have no conflict of interest.

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This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the Ethics Committee of Chapman University (April 4, 2019; #IRB-18-137).

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Appendices

Appendix 1: Experimental Manipulation

Part 1

“To begin, we would like you to think of a recent time when something happened to you that made you feel very [uncertain/certain] about yourself, your life, your future, or your place in the world. A time when you felt very [vulnerable and threatened/certain and secure].

This should be an event that happened recently and had a powerful effect on you; one that still makes you feel very [uncertain/certain] about yourself right now.

First, we would like to ask you to describe this [uncertain and threatening/certain and secure] event. For this part of the task, do not tell us how it made you feel; instead, try to write as if you were a journalist focusing on the specific details of what occurred. On the next page, we will ask you about how this event made you feel. At that point, we hope you will tell us all about every emotion that you felt. Please spend 2 min on this part of the task.

Remember, you must write for 2 min before moving onto the next page.

First, in the box below, please describe this certain and secure event in as much detail as possible. What exactly happened? Was anyone else involved? If so, who?”

Part 2

“Now, please describe how you felt at the time of this [uncertain and vulnerable/certain and secure] event.

Please try to describe all the feelings that you experienced. As you write, try to re-experience the emotions that you felt at the time of the event. The more you can experience those emotions once again, the better.

Remember, you must write for 2 min before moving onto the next page.”

Appendix 2: Class Selection Message

Intro

On the next page, you will see a brief message from top [School] administrators, who are considering drastic changes to the way in which students select classes each semester. The administration has tasked us with gathering information about students’ perceptions of this proposed new policy.

Please read the message closely, as we will ask you some questions afterwards.

Message

New Restrictions on Class Selection.

Top [School] administrators are considering a plan that would remove just about all of student control over class selection. In short, rather than you choosing your classes, your classes will be chosen for you.

Starting in Fall 2018, this new proposal would eliminate the vast majority of your say in class selection within your major. The freedom of choice students used to enjoy will no longer exist. If the administration approves this plan, all [School] students would be forced to declare their major by second semester freshman year. After that, students would only be free to choose one class each year – academic advisors would mandate all other class selections. You will no longer be the final decision maker when it comes to your course schedule.

Put simply, this plan would eliminate nearly all the freedom of choice you have about the classes that you take.

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Rosenberg, B.D., Siegel, J.T. Threatening uncertainty and psychological reactance: are freedom threats always noxious?. Curr Psychol 42, 3968–3977 (2023). https://doi.org/10.1007/s12144-021-01640-8

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