University Students' Perceptions of a Person Who Clutters With or Without Video Education

Abstract

Purpose The purpose of this study was to examine the effects of video education about cluttering on students' perceptions of a person who clutters. Method A total of 193 undergraduate students served as participants. Ninety-five students were provided with a written definition of cluttering, while 98 were also provided with video education about cluttering. Students then rated a person who clutters on speech and personality scales. Results Results yielded significant group differences in ratings of intelligibility, speech rate, ease of listening, and competence. Respondents who viewed the educational video rated a person who clutters significantly more negatively along these dimensions than respondents who read a definition only. However, participants who did not view the video reported knowing significantly more people who clutter. Conclusion Findings suggest that this particular form of video education might provide students with “realistic” exposure to cluttering. Further research is needed to assess effects of exposure to and interaction with a person who clutters on perceptions of cluttering. Implications include the impact of prior exposure to those who clutter, as well as potential confusion between cluttering and “fast speech.” These factors might have influenced identification rates of individuals who clutter, which could have affected the results.