8f902 module 4b
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Transcript of 8f902 module 4b
Rational versus Emotional Motives
• Rationality implies that consumers select goals based on totally objective criteria, such as size, weight, price, or miles per gallon
• Emotional motives imply the selection of goals according to personal or subjective criteria
1Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
The Dynamics of Motivation
• Needs are never fully satisfied• New needs emerge as old needs are satisfied• People who achieve their goals set new and
higher goals for themselves• Frustration– Failure to achieve a goal may result in frustration. – Some adapt; others adopt defense mechanisms to
protect their ego.
2Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
Arousal of Motives
• Physiological arousal• Emotional arousal• Cognitive arousal• Environmental arousal
3Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
Philosophies Concerned with Arousal of Motives
• Behaviorist School– Behavior is response to stimulus– Elements of conscious thoughts are to be ignored– Consumer does not act, but reacts
• Cognitive School– Behavior is directed at goal achievement– Needs and past experiences are reasoned, categorized,
and transformed into attitudes and beliefs
4Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
Types and Systems of Needs
• Henry Murray’s 28 psychogenic needs• Abraham Maslow’s hierarchy of needs• A trio of needs
5Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
Motivational Research
• Term coined in the 1950s by Dr. Ernest Dichter• Based on premise that consumers are not
always aware of their motivations• Identifies underlying feelings, attitudes, and
emotions
6Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide
What Are Attitudes?
• The attitude “object”• Attitudes are a learned predisposition• Attitudes have consistency• Attitudes occur within a situation
7Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Structural Models of Attitudes
• Tricomponent Attitude Model• Multiattribute Attitude Model• The Trying-to-Consume Model• Attitude-Toward-the-Ad Model
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 8Chapter Eight Slide
The Tricomponent Model
• Cognitive• Affective• Conative
The knowledge and perceptions that are acquired by a combination of direct experience with the attitude object and related information from various sources
Components
9Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
The Tricomponent Model
• Cognitive• Affective• Conative
A consumer’s emotions or feelings about a particular product or brand
Components
10Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
The Tricomponent Model
• Cognitive• Affective• Conative
The likelihood or tendency that an individual will undertake a specific action or behave in a particular way with regard to the attitude object
Components
11Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Multiattribute Multiattribute Attitude Attitude ModelsModels
Attitude models that examine the
composition of consumer attitudes in terms of selected product attributes or
beliefs.
12Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Multiattribute Attitude Models
• The attitude-toward-object model
• The attitude-toward-behavior model
• Theory-of-reasoned-action model
• Attitude is function of the presence of certain beliefs or attributes.
• Useful to measure attitudes toward product and service categories or specific brands.
Types
13Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Multiattribute Attitude Models
• The attitude-toward-object model
• The attitude-toward-behavior model
• Theory-of-reasoned-action model
• Is the attitude toward behaving or acting with respect to an object, rather than the attitude toward the object itself
• Corresponds closely to actual behavior
Types
14Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Consumer Characteristics, Attitude, and Online Shopping
15Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Multiattribute Attitude Models
• The attitude-toward-object model
• The attitude-toward-behavior model
• Theory-of-reasoned-action model
• Includes cognitive, affective, and conative components
• Includes subjective norms in addition to attitude
Types
16Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Theory of Theory of Trying to Trying to ConsumeConsume
An attitude theory designed to account for the many cases where the action or
outcome is not certain but instead reflects
the consumer’s attempt to consume
(or purchase).
17Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Attitude-Attitude-Toward-the-Toward-the-
Ad ModelAd Model
A model that proposes that a consumer forms
various feelings (affects) and judgments
(cognitions) as the result of exposure to an
advertisement, which, in turn, affect the
consumer’s attitude toward the ad and attitude toward the
brand.
18Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
A Conception of the Relationship Among Elements in an Attitude-Toward-the-Ad Model
- Figure 8.6
19Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Issues in Attitude Formation
• Sources of influence on attitude formation– Personal experience– Influence of family– Direct marketing and mass media
• Personality factors
20Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Strategies of Attitude Change
21Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Changing the Basic Motivational Function
22Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Attitude Change
• Altering Components of the Multiattribute Model– Changing relative evaluation of attributes– Changing brand beliefs– Adding an attribute– Changing the overall brand rating
• Changing Beliefs about Competitors’ Brands
23Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Elaboration Elaboration Likelihood Likelihood
Model Model (ELM)(ELM)
Customer attitudes are changed by two
distinctly different routes to persuasion:
a central route or a peripheral route.
24Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
Elaboration Likelihood Model
25Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide
• The Elaboration Likelihood Model states that there are two routes through which persuasive messages are processed:– The central route, which provides complete
information and is straightforward, and – The peripheral route: which uses means like catchy
tunes, colors, and celebrity endorsements.
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• The central route is what you could also call the 'thinking route': "The central route is characterized by considerable cognitive elaboration.
• It occurs when individuals focus in depth on the central features of the issue, person, or message. When people process information centrally, they carefully evaluate message arguments, ponder implications of the communicator's ideas, and relate information to their own knowledge and values." (Perlof, 2003).
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• "Rather than examining issue-relevant arguments, people examine the message quickly or focus on simple cues to help them decide whether to accept the position advocated in the message. Factors that are peripheral to message arguments carry the day. These can include a communicator's physical appeal, glib speaking style, or pleasant association between the message and music playing in the background. When processing peripherally, people invariably rely on simple decision-making rules or 'heuristics'. For example, an individual may invoke the heuristic that 'experts are to be believed', and for this reason (and this reason only) accept the speaker's recommendation." (Perlof, 2003).
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Behavior Can Precede or Follow Attitude Formation
29Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide