Strategic science communication as planned behavior: Understanding scientists’ willingness to choose specific tactics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Strategic science communicators need to select tactics that can help them achieve both their short-term communication objectives and long-term behavioral goals. However, little previous research has sought to develop theory aimed at understanding what makes it more likely that a communicator will prioritize specific communication tactics. The current study aims to advance the development of a theory of strategic science communication as planned behavior based on the Integrated Behavioral Model. It does so in the context of exploring Canadian scientists' self-reported willingness to prioritize six different tactics as a function of attitudinal, normative, and efficacy beliefs. The results suggest that scientists' beliefs about ethicality, norms, response efficacy, and self-efficacy, are all meaningful predictors of willingness to prioritize specific tactics. Differences between scientists in terms of demographics and related variables provide only limited benefit in predicting such willingness.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it