The integrated model of advice giving (IMA) proposes that advising in supportive interactions should be carried out in three sequential moves: emotional support—problem inquiry and analysis—advice (EPA). Prior research indicates the utility of this framework for effective advising in supportive interactions. The current project proposed and tested an extended integrated model of advice giving, adding eSteem support (S) as a fourth move in the sequence. Two experiments were conducted. Study 1 included 371 participants recruited from Amazon Mechanical Turk. Results showed that the emotional support—problem inquiry and analysis—advice—eSteem support (EPAS) sequence did not elicit significantly higher evaluations of advice quality compared with the EPA or emotional support—problem inquiry and analysis—eSteem support—advice (EPSA) sequence. Study 2 replicated Study 1 with 364 college students and found that, compared with the other two sequences, the EPAS sequence did not produce significantly higher evaluations of advice quality or intention to follow advice. Theoretical implications and directions for future research are discussed.
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