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This experimental study aimed to assess the effectiveness of persuasive messages and supportive writing in increasing readiness to explore knowledge for healthy aging preparation in undergraduate students. The sample of this study consisted of 512 third-year undergraduate students. This research used post-test only with control group design. The participants were assigned into four groups using random assignment. Data analysis was conducted through three-way ANOVA. The results from the analysis revealed that persuasive messages influenced readiness to explore knowledge for healthy aging preparation. However, the results do not support the effect of supportive writing on the dependent variable. Moreover, in the group of students who were only children and had no experience in caring for the elderly, those who read the persuasive message, did the supportive writing, and had a high level of indirect perception of experience had more readiness to explore the knowledge than those who neither read the message, nor did the writing, or had a low level of indirect perception of experience. Some directions for future research are indicated. The results can be used to help youths to be ready to seek knowledge in order to prepare themselves to become healthy elderly people in the future.
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