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Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

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Page 1: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

Copyright 2008 Pearson Education Canada

Attitudes

Chapter 7

Copyright 2008 Pearson Education Canada

Page 2: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-2Copyright 2008 Pearson Education Canada

The Power of Attitudes

• Attitude: a lasting, general evaluation of people, objects, advertisements, or issues– Attitude object (AO)

– Help to determine a number of preferences and actions

Page 3: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-3Copyright 2008 Pearson Education Canada

Functional Theory of Attitudes

• Katz: Attitudes exist because they serve some function– Determined by a person’s motives

• Attitude functions:– Utilitarian– Value-expressive– Ego-defensive– Knowledge

• Marketers emphasize the function a product serves for consumers (what benefits it provides)

Page 4: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-4Copyright 2008 Pearson Education Canada

Fan Commitment Profiles

• Die-hard, highly committed fans– Marketing: provide sports knowledge and

relate attendance to personal goals/values

• Unique, self-expressive game experience– Marketing: “brand switchers” who seek thrills

wherever they can get them

• Looking for camaraderie– Marketing: provide benefits related to small-

group activities

Page 5: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-5Copyright 2008 Pearson Education Canada

ABC Model of Attitudes

• Three interrelated attitude components:– Affect– Behaviour– Cognition

• Hierarchy of effects– Relative impact/importance of attitude

components depends on consumer’s motivation toward attitude object

Page 6: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-6Copyright 2008 Pearson Education Canada

Hierarchy of Effects

Page 7: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-7Copyright 2008 Pearson Education Canada

Hierarchy of Effects• Standard Learning Hierarchy

– Results in strong brand loyalty– Assumes high consumer involvement

• Low-Involvement Hierarchy– Consumer does not have strong brand preference– Consumers swayed by simple stimulus-response

connections

• Experiential Hierarchy– Consumers’ hedonic motivations and moods– Emotional contagion– Cognitive-affective model vs. independence

hypothesis

Page 8: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-8Copyright 2008 Pearson Education Canada

Discussion

• Contrast the hierarchies of effects outlined in this chapter– How should marketers’ strategic decisions

related to the marketing mix change depending upon which hierarchy is operative among target consumers?

Page 9: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-9Copyright 2008 Pearson Education Canada

Attitude Toward the Ad

• We form attitudes toward objects other than the product that can influence our product selections

• We often form product attitudes from its ads– Aad: attitude toward advertiser + evaluations of

ad execution + ad evoked mood + ad arousal effects on consumer + viewing context

Page 10: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-10Copyright 2008 Pearson Education Canada

Ads Have Feelings Too

• Commercials evoke emotion– Upbeat feelings – amused, delighted, playful– Warm feelings – affectionate, contemplative,

hopeful– Negative feelings – critical, defiant, offended

Page 11: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-11Copyright 2008 Pearson Education Canada

Forming Attitudes

• Classical conditioning

• Instrumental conditioning

Page 12: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-12Copyright 2008 Pearson Education Canada

Attitude Commitment

• Degree of commitment is related to level of involvement with attitude object– Compliance– Identification– Internalization

Page 13: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-13Copyright 2008 Pearson Education Canada

Consistency Principle• Principle of cognitive consistency

– We value/seek harmony among thoughts, feelings, and behaviours

– We will change components to make them consistent

Page 14: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-14Copyright 2008 Pearson Education Canada

Cognitive Dissonance and Harmony

• Conflict of attitudes and behaviour motivates us to reduce dissonance– We make them fit by eliminating, adding,

or changing elements– Explains why evaluations of products

increase after purchase• Horse race experiment• Marketers: post-purchase reinforcement

Page 15: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-15Copyright 2008 Pearson Education Canada

Discussion

• Think of a behaviour someone does that is inconsistent with his or her attitudes (e.g., attitudes toward cholesterol, drug use, or even buying things to make him or her stand out or attain status)– Ask the person to elaborate on why he or she

does the behaviour, then try to identify the way the person has resolved dissonant elements

Page 16: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-16Copyright 2008 Pearson Education Canada

Self-Perception Theory

• We use observations of our own behaviour to determine what our attitudes are– We must have a positive attitude toward a

product if we freely purchase it, right?– Low-involvement hierarchy– Foot-in-the-door technique– Low-ball technique– Door-in-the-face technique

Page 17: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-17Copyright 2008 Pearson Education Canada

Social Judgment Theory

• We assimilate new information about attitude objects in light of what we already know/feel– Initial attitude = frame of reference– Latitudes of acceptance and rejection

• Assimilation and contrast effects• “Choosy mothers choose Jif peanut butter”

Page 18: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-18Copyright 2008 Pearson Education Canada

Balance Theory

• Triad attitude structures– Person– Perception of attitude object– Perception of other person/object

• Perception can be positive or negative

• Balanced/harmonious triad elements– Unit relation and sentiment relation

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7-19Copyright 2008 Pearson Education Canada

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Figure 7-2: Balance Theory

Page 20: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-20Copyright 2008 Pearson Education Canada

Balance Theory (Cont’d)

• Marketing Applications– Unit relation with popular product =

positive sentiment relation in other people’s triads

– Celebrity endorsers of products

Page 21: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-21Copyright 2008 Pearson Education Canada

Attitude Models

• Attitude assessment can be complex

• Product/service may have many attributes

• Attitudes are affected by other factors (approval of others)

• Attitude models help identify influencers of evaluations

Page 22: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-22Copyright 2008 Pearson Education Canada

Multi-attribute Attitude Models

• Three elements– Attributes of AO (e.g., college)

• e.g., Scholarly reputation

– Beliefs about AO

• e.g., University of North Carolina is strong academically

– Importance weights• e.g., Stressing research opportunities over

athletics

Page 23: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-23Copyright 2008 Pearson Education Canada

Fishbein Model

• Most influential multi-attribute model• Three components of attitudes

– Salient beliefs about AO

– Object-attribute linkages– Evaluation of each important attribute

• Aijk = ΣβijkIik

– Overall Attitude Score = (consumer’s rating of each attribute for all brands) x (importance rating for that attribute)

Page 24: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-24Copyright 2008 Pearson Education Canada

Narveen’s Grocery Store Decision

Page 25: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-25Copyright 2008 Pearson Education Canada

Fishbein Model (Cont’d)

• Marketing applications– Capitalize on relative advantage– Strengthen perceived product/attribute

linkages– Add a new attribute– Influence competitors’ ratings

Page 26: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-26Copyright 2008 Pearson Education Canada

Extended Fishbein Model• Research: low correlation between reported attitude

and actual behaviour– We love commercials, yet still not buy!

• Theory of reasoned action– Intentions vs. behaviour

• Conviction and past purchase behaviour• Behavioural intentions

– Social pressure• SN = NB + MC

– Attitude toward act of buying

Page 27: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-27Copyright 2008 Pearson Education Canada

Obstacles to Predicting Behaviour

• Many researchers do not use Fishbein Model appropriately– Actual behaviour vs. outcomes of behaviour– Outcomes beyond consumer’s control– Validity of intentional behaviour– Difference in the level of abstration employed– Time frame of the attitude measure– Effect of direct/indirect experience on

attitudes

Page 28: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-28Copyright 2008 Pearson Education Canada

Trying to Consume

• Theory of trying– Criterion should be trying to reach goal– Intervening factors between intent and

performance– Several new components to account for act

of trying

Page 29: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-29Copyright 2008 Pearson Education Canada

Theory of TryingFigure 7-3

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7-30Copyright 2008 Pearson Education Canada

Discussion

• Construct a multi-attribute model for a set of local restaurants– Based on your findings,

suggest how restaurant managers can improve an establishment’s image via the strategies described in this chapter

Page 31: Copyright 2008 Pearson Education Canada Attitudes Chapter 7 Copyright 2008 Pearson Education Canada

7-31Copyright 2008 Pearson Education Canada

Tracking Attitudes over Time

• Attitude-tracking program– More like a “movie” than a “snapshot” of

attitudes– Ongoing tracking studies

• Gallup Poll or Yankelovich Monitor

– Changes to look for…• Changes in different age groups• Scenarios about the future• Identification of change agents