Attitude Behavior Relations com

8/4/2019 Attitude Behavior Relations com

http://slidepdf.com/reader/full/attitude-behavior-relations-com 1/29

Attitude-Behavior RelationsAttitude-Behavior Relations

First Generation:First Generation: WhetherWhether

To what extent, if at all, are attitudes To what extent, if at all, are attitudes

predictive of behavior?predictive of behavior?

Second Generation:Second Generation: WhenWhenUnder whatUnder what conditionsconditions do what kinds of do what kinds of

attitudesattitudes of what kinds of of what kinds of individualsindividuals predictpredict

what kinds of what kinds of behaviorbehavior??

Third Generation: Third Generation: HowHow




First Generation:First Generation:

The LaPiere study and its implications The LaPiere study and its implications

for the field. Remember Wickerfor the field. Remember Wicker(1969). Remember Lewin.(1969). Remember Lewin.

Campbell’s situational threshold modelCampbell’s situational threshold model




[Assume: moderately unfavorable attitude][Assume: moderately unfavorable attitude]

Low threshold High T’holdLow threshold High T’hold

LaPiere reject accept *LaPiere reject accept *

Campbell accept reject **Campbell accept reject **

*= pseudo-inconsistency*= pseudo-inconsistency

** = true inconsistency** = true inconsistency




Campbell’s “take home” point:Campbell’s “take home” point:

The way the attitude is expressed depends The way the attitude is expressed dependson certain situational pressures. But theon certain situational pressures. But the

same latent acquired behavioralsame latent acquired behavioraldisposition or attitude mediates bothdisposition or attitude mediates bothverbal and overt behavioral responses.verbal and overt behavioral responses.

Implication: that the reported failure of Implication: that the reported failure of

attitudes to predict behavior representedattitudes to predict behavior represented“pseudo-inconsistencies” that should not“pseudo-inconsistencies” that should notinfluence our construal of AB relations.influence our construal of AB relations.




Second Generation:Second Generation: WhenWhen

Under whatUnder what conditionsconditions do what kinds of do what kinds of

attitudesattitudes of what kinds of of what kinds of individualsindividuals

predict what kinds of predict what kinds of behavior behavior ??

Rationale: identifying moderatingRationale: identifying moderating

variables contributes to ourvariables contributes to our

understanding of the processes involvedunderstanding of the processes involvedin going from attitudes to behavior.in going from attitudes to behavior.




ConditionsConditions: Situational moderators (normative: Situational moderators (normativeconcerns)concerns)

Theory of reasoned action and theory of planned Theory of reasoned action and theory of plannedbehavior (Fishbein & Ajzen)behavior (Fishbein & Ajzen)

Assumptions: people are quite rational and makeAssumptions: people are quite rational and makesystematic use of info available to them. Whensystematic use of info available to them. Whenan appropriate measure of intention isan appropriate measure of intention isobtained, it provides the most accurateobtained, it provides the most accurate

prediction of behavior. Goal of reasoned actionprediction of behavior. Goal of reasoned actionmodel: to understand and predict socialmodel: to understand and predict socialbehavior.behavior.




BI and B: Relations “regulated” by BIBI and B: Relations “regulated” by BI

1.1. Measures must be specific and inMeasures must be specific and in

correspondence.correspondence.

2.2. Brief time interval between measurementBrief time interval between measurementof BI and observation of B.*of BI and observation of B.*

3.3. B under person’s volitional control.B under person’s volitional control.

*the longer the interval, the more likely Att will*the longer the interval, the more likely Att will

exert direct influence on B. Intentions lessexert direct influence on B. Intentions less

stable across time than Atts.stable across time than Atts.




Determinants of BI: Attitude and SN, andDeterminants of BI: Attitude and SN, and

relative importance.relative importance.

Relationship to underlying belief structures.Relationship to underlying belief structures.

B~BIB~BI

BI = [Aact]w1 + [SN]w2BI = [Aact]w1 + [SN]w2

Aact = Bi x ai (summed, i=1 to N)Aact = Bi x ai (summed, i=1 to N)

SN = NBi x MCi (summed, i=1 to N)SN = NBi x MCi (summed, i=1 to N)

External variables: Link to B moderated byExternal variables: Link to B moderated by

Aact, SN, and BI.Aact, SN, and BI.




Bowman & Fishbein (1978)Bowman & Fishbein (1978)

Concerns about Reasoned Action:Concerns about Reasoned Action:

1.1. Scope – the approach does not address casesScope – the approach does not address caseswhere we want to know if a global attitudewhere we want to know if a global attitude

predicts a specific behavior (e.g., symbolicpredicts a specific behavior (e.g., symbolic

racism and opposition to school busing).racism and opposition to school busing).

Represents a measurement solution to A-BRepresents a measurement solution to A-Brelations that does not deal with such cases.relations that does not deal with such cases.




Abelson – “It seems like throwing out theAbelson – “It seems like throwing out the

baby and clinging tenaciously to thebaby and clinging tenaciously to the

bathwater.”bathwater.”

Adopting Aact represents a loss inAdopting Aact represents a loss inexplanatory power, but a gain in theexplanatory power, but a gain in the

precision of measurement and prediction.precision of measurement and prediction.

2. Are the effects of A and SN on B fully2. Are the effects of A and SN on B fully

mediated by BI, or can they influence Bmediated by BI, or can they influence B

separately from their influence on BI?separately from their influence on BI?

“Regulatory role” played by BI.“Regulatory role” played by BI.






Other concerns:Other concerns:

Interrelationship between A and Sn.Interrelationship between A and Sn.Multicolinearity problem?Multicolinearity problem?

BI and B: correlating two measures of theBI and B: correlating two measures of thesame attitude? Given specificity of same attitude? Given specificity of measures, are you correlating behavioralmeasures, are you correlating behavioralmeasures of attitude with a behavioralmeasures of attitude with a behavioralself-report measure?self-report measure?

What about effects of behavioral beliefsWhat about effects of behavioral beliefsabout alternative behaviors? Increaseabout alternative behaviors? Increasepredictability. Having an abortion vs.predictability. Having an abortion vs.having the child (Smetana & Adler)having the child (Smetana & Adler)




Theory of Planned Behavior: addition of Theory of Planned Behavior: addition of

perceived behavioral control: the person’sperceived behavioral control: the person’s

belief as to how easy or difficultbelief as to how easy or difficult

performance of the behavior is likely to be.performance of the behavior is likely to be.Extension of reasoned action – deals with B’sExtension of reasoned action – deals with B’s

that are not under volitional control.that are not under volitional control.

Armitage & Conner (2001) meta analysisArmitage & Conner (2001) meta analysis
















2nd Generation of A-B relations2nd Generation of A-B relations

researchresearch

Conditions (situational moderators)Conditions (situational moderators)

Attitudes (predictor moderators)Attitudes (predictor moderators)

Individuals (personal moderators)Individuals (personal moderators)Behavior (criterion moderators)Behavior (criterion moderators)




Third Generation: How Third Generation: How

How and by what psychological mechanisms doHow and by what psychological mechanisms doattitudes guide behavior?attitudes guide behavior?

To improve the accuracy of prediction of specific To improve the accuracy of prediction of specificaction tendencies, it is necessary to examine theaction tendencies, it is necessary to examine theprocesses whereby attitudes guide behavior.processes whereby attitudes guide behavior.

Deliberative (reasoned action/planned behavior)Deliberative (reasoned action/planned behavior)

vs. automatic processing models (Fazio’s MODEvs. automatic processing models (Fazio’s MODEmodel and other automatic activation models).model and other automatic activation models).




““Civilization advances by extending the number of Civilization advances by extending the number of

operations we can perform without thinkingoperations we can perform without thinking

about them.” [Alfred North Whitehead]about them.” [Alfred North Whitehead]

1.1. Influence of attitudes on behavior is consciousInfluence of attitudes on behavior is conscious

and deliberate (reasoned action, plannedand deliberate (reasoned action, planned

behavior).behavior).

2.2. Example: attitude strength study by Holland,Example: attitude strength study by Holland,

Verplanken, Van Knippenberg (2002).Verplanken, Van Knippenberg (2002).




Not direct evidence of process, but:Not direct evidence of process, but:

strong attitudesstrong attitudes (evals retrieved from(evals retrieved from

memory; easier to retrieve) guide;memory; easier to retrieve) guide;

weak attitudesweak attitudes (“attitudes-as-(“attitudes-as-temporary constructions”) follow.temporary constructions”) follow.

Strong attitudes (more certain,Strong attitudes (more certain,

personally relevant, etc.) lesspersonally relevant, etc.) lesssusceptible to survey context effectssusceptible to survey context effects

(Lavine, et al, 1998).(Lavine, et al, 1998).




But there are times when behavior isBut there are times when behavior is moremore

reflexive than reflectivereflexive than reflective, and situational stimuli, and situational stimuli

elicit B automatically.elicit B automatically.

Bargh, Chen, & Burrows (1996)Bargh, Chen, & Burrows (1996)

1.1. ““language proficiency” study; perform sentencelanguage proficiency” study; perform sentence

completion task (30 sets of 5 words each; formcompletion task (30 sets of 5 words each; form

grammatical English sentence using 4 of 5).grammatical English sentence using 4 of 5).




2. For half, embedded within these 1502. For half, embedded within these 150words, were many wordswords, were many wordsstereotypically associated with thestereotypically associated with the

elderly – gray, wrinkle, Florida, bingo.elderly – gray, wrinkle, Florida, bingo.Primed (mentally activates a concept,Primed (mentally activates a concept,made accessible) concept of elderly.made accessible) concept of elderly.

3. Other half exposed to neutral words3. Other half exposed to neutral words

not associated with elderly. Thankednot associated with elderly. Thankedand thought study was over.and thought study was over.




4. 24. 2ndnd E covertly timed how long it took eachE covertly timed how long it took each

participant to walk from the threshold of participant to walk from the threshold of

the lab to the elevator down the hall.the lab to the elevator down the hall.

H: merely activating the concept of elderlyH: merely activating the concept of elderlywould make those participantswould make those participants

automatically mimic how they habituallyautomatically mimic how they habitually

behave around the elderly, and thus walkbehave around the elderly, and thus walk

more slowly down the hallway.more slowly down the hallway.




Key finding: participants who were primedKey finding: participants who were primedtook 13 seconds longer to walk to thetook 13 seconds longer to walk to theelevator.elevator.

Presumably unaware of the priming effect.Presumably unaware of the priming effect.

Other exs. of automatic activation effects:Other exs. of automatic activation effects:

●●activating traits of rudeness or intelligenceactivating traits of rudeness or intelligenceled to people behaving more assertively orled to people behaving more assertively or

performing better on tests of generalperforming better on tests of generalknowledge.knowledge.




●●activating goal of achievement led to peopleactivating goal of achievement led to peoplepersevering longer on difficult tasks.persevering longer on difficult tasks.

●●(Dijksterhuis & van Knippenberg, 1998):(Dijksterhuis & van Knippenberg, 1998):

Primed students either with a social categoryPrimed students either with a social category

associated with intellectual accomplishmentassociated with intellectual accomplishment(professors), or with one noted for refined habits of (professors), or with one noted for refined habits of mind (soccer hooligans).mind (soccer hooligans).

Those primed with professor cues did better on test Those primed with professor cues did better on testof general knowledge than those primed with cuesof general knowledge than those primed with cues

associated with soccer hooligans.associated with soccer hooligans.




Rudman & Borgida (1995): The afterglow of Rudman & Borgida (1995): The afterglow of construct accessibility: Behavioralconstruct accessibility: Behavioralconsequences of priming men to viewconsequences of priming men to viewwomen as sexual objects.women as sexual objects.

Procedure:Procedure:

PretestsPretests

Market researchMarket research

Lexical decision taskLexical decision taskInterviewInterview

ResultsResults

Documents

Attitude Behavior Relations com