Undergraduate Honors Thesis Projects
Date of Award
Spring 5-4-2025
Document Type
Honors Paper
Degree Name
Zoo and Conservation Science-BA
Department
Biology & Earth Science
Advisor
Dr. Bennett Grooms
First Committee Member
Dr. Bennett Grooms
Second Committee Member
Dr. Michele Acker
Third Committee Member
Dr. Margaret Koehler
Keywords
shark films, shark finning, emotional impact, conservation action, shark conservation
Subject Categories
Cognitive Psychology | Developmental Psychology | Higher Education | Marine Biology | Other Film and Media Studies | Personality and Social Contexts | Social Psychology | Zoology
Abstract
Many species of sharks are threatened with endangerment and extinction due to global human pressures on shark populations, amplified by the persistent predator/fear-based framing implemented by shark attack-focused visual media (e.g., news, television programs, and film). Understanding the role of emotional framing in shark films is critical to develop effective conservation strategies, especially for those within Generation Z (Gen-Z), which evidence shows is an activism-eager cohort. Using a questionnaire packet, we explored how positively (n=3) and negatively (n=3) framed educational shark films influenced Gen-Z college students’ (n=72) personal emotions and perceived overall message of the films, along with their beliefs and attitudes towards sharks, wildlife, and conservation in general pre- and post-viewing. Our post-viewing section evaluated willingness to engage in conservation activities, ranked in increasing order of effort: (1) signing a petition, (2) contacting a senator, and (3) attending a shark event on campus. Negatively framed films had a significant impact on contacting the senator (medium-effort), while neither frame had significant impact on the other two activities (however, students who viewed negative films had higher percentages of participation in both). Similarly, neither frame had a significant impact on student beliefs, knowledge, or motivation to conserve sharks. Of the three activities, students were the most willing to engage in the low-effort conservation activity (signing a petition) regardless of framing. Overall, our film showings resulted in increased knowledge of sharks and conservation. These findings highlight the importance of using educational shark films for increasing knowledge and encouraging environmental activism among Gen-Z.
Licensing Permission
Copyright, all rights reserved. Fair Use
Recommended Citation
Gibson, Phoebe, "Framing Fins: Exploring the Capacity of Emotions in Films to Influence Participation in Shark Conservation by Generation Z" (2025). Undergraduate Honors Thesis Projects. 191.
https://digitalcommons.otterbein.edu/stu_honor/191
Acknowledgement 1
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Acknowledgement 2
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