1. CHAPTEREIGHTConsumer AttitudeFormation and Change

2. Learning Objectives1. To Understand What Attitudes Are, How They Are Learned, as Well as Their Nature and Characteristics.2. To Understand the Composition and Scope of Selected Models of Attitudes.3. To Understand How Experience Leads to the Initial Formation of Consumption-Related Attitudes.4. To Understand the Various Ways in Which Consumers Attitudes Are Changed.5. To Understand How Consumers Attitudes Can Lead to Behavior and How Behavior Can Lead to Attitudes.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 2 3. What Is Your Attitude Toward the Product Advertised? What Is Your Attitude Toward the Ad Itself? Are the Two Attitudes Similar or Different? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 3 4. You May Have Liked the Product but Disliked the Ad or Vice VersaCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 4 5. A learned predisposition tobehave in aconsistentlyAttitudefavorable orunfavorable manner with respect to a given object.Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 5 6. What Are Attitudes? The attitude object Attitudes are a learned predisposition Attitudes have consistency Attitudes occur within a situationCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 6 7. What Information Does This Ad Provide to AssistConsumers in Forming Attitudes Toward the Saturn Vue Hybrid?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 7 8. It is Stylish, Safe, andGood for the EnvironmentCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 8 9. 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 Chapter Eight Slide 9 10. A Simple Representation of the Tricomponent Attitude Model - Figure 8.3 Cognition Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 10 11. The Tricomponent Model ComponentsThe knowledge and perceptions that are Cognitiveacquired by a Affectivecombination of direct experience with the Conative attitude object and related information from various sourcesCopyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 11 12. The Tricomponent Model ComponentsA consumers Cognitiveemotions or feelings about a particular Affectiveproduct or brand ConativeCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 12 13. The Tricomponent Model Components The likelihood or Cognitivetendency that an Affectiveindividual will undertake a specific Conative action or behave in a particular way with regard to the attitude objectCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 13 14. Discussion Questions Explain your attitude toward yourcollege/university based on the tricomponentattribute model. Be sure to isolate the cognitive, affective, andconative elements.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 14 15. Attitude models thatexamine the Multiattributecomposition of Attitudeconsumer attitudes Models in terms of selectedproduct attributes or beliefs.Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 15 16. Multiattribute Attitude Models Types The attitude-toward- Attitude is function ofobject model the presence of certain The attitude-toward- beliefs or attributes.behavior model Useful to measure Theory-of-reasoned-attitudes towardaction model product and service categories or specific brands.Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 16 17. Multiattribute Attitude Models Types The attitude-toward- Is the attitude towardobject model behaving or acting with The attitude-toward- respect to an object,behavior model rather than the attitude Theory-of-reasoned-toward the object itselfaction model Corresponds closely to actual behaviorCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 17 18. Consumer Characteristics, Attitude, and Online ShoppingCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 18 19. Multiattribute Attitude Models Types The attitude-toward- Includes cognitive,object model affective, and conative The attitude-toward- componentsbehavior model Includes subjective Theory-of-reasoned-norms in addition toaction model attitudeCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 19 20. A Simplified Version of the Theory ofReasoned Action - Figure 8.5Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 20 21. Discussion Question Now use the theory of reasoned action todescribe your attitude toward yourcollege/university when deciding on whichschool to attend.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 21 22. An attitude theory designed to account for the many casesTheory ofwhere the action orTrying to outcome is not certainConsumebut instead reflectsthe consumers attempt to consume (or purchase).Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 22 23. Selected Examples of Potential ImpedimentsThat Might Impact Trying - Table 8.7 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 23 24. A model that proposesthat a consumer forms various feelings (affects)and judgmentsAttitude-(cognitions) as the result of exposure to an Toward-the- advertisement, which, inAd Modelturn, affect the consumers attitudetoward the ad andattitude toward the brand.Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 24 25. A Conception of the Relationship AmongElements in an Attitude-Toward-the-Ad Model - Figure 8.6Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 25 26. Issues in Attitude Formation How attitudes are learned Conditioning and experience Knowledge and beliefsCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 26 27. How Does a Favorably Known Brand Name Impact theFormation of Consumer Attitudes Toward a New Product? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 27 28. There is Stimulus Generalization From the LeanCuisine Brand Names to the New Product. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 28 29. Issues in Attitude Formation Sources of influence on attitude formation Personal experience Influence of family Direct marketing and mass media Personality factorsCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 29 30. How Does a Cents- Off Coupon ImpactConsumers Attitudes?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 30 31. New Customers Will Try the Product,Existing Customers will be Rewarded.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 31 32. Strategies of Attitude ChangeCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 32 33. Changing the Basic Motivational FunctionCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 33 34. Why and How Does This Ad Appeal to the Utilitarian Function?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 34 35. The Product is Green and Works asWell or Better than Other Products. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 35 36. Which Lifestyle- Related Attitudes Are Expressed or Reflected in This Ad?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 36 37. Healthy Eating and Snacking LifestyleCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 37 38. How Does This Ad Provide Information to Establishor Reinforce Consumer Attitudes? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 38 39. It Raises the Question About UVA Rays andthen Provides Information on Sun Protection.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 39 40. Discussion Questions What products thatyou purchaseassociate themselveswith an AdmiredGroup or Event? When does itpersonally influenceyour purchasing?Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 40 41. How Is Fiji Waters Link to an Environmental Cause Likely to Impact ConsumersAttitudes Toward Its Product?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 41 42. They Might Have a More Favorable Attitude.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 42 43. 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 BrandsCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 43 44. How Is This New Benefit Likely to ImpactConsumers Attitudes Toward the Product? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 44 45. The Consumer Will Have a More PositiveAttitude Overall from the New Attribute.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 45 46. How Is the Absence of an Ingredient Likely toLead to a Favorable Attitude Toward a Product?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 46 47. When It Was AnUnfavorable AttributeCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 47 48. Which Attitude Change Strategy IsDepicted in This Ad?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 48 49. Changing the Overall Brand RatingCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 49 50. How Is Valvolines Attempt to Change AttitudesToward a Competing Brand Likely to Impact Attitudes Toward Its Own Brand? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 50 51. By Showing Better Wear Protection Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 51 52. Customer attitudes areElaboration changed by twoLikelihooddistinctly different Model routes to persuasion:(ELM) a central route or a peripheral route.Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter Eight Slide 52 53. Elaboration Likelihood ModelCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 53 54. Behavior Can Precede or FollowAttitude FormationCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 54 55. Issues in Attribution Theory Self-Perception Theory Foot-in-the-Door Technique Attributions toward Others Attributions toward Things How We Test Our Attributions Distinctiveness Consistency over time Consistency over modality ConsensusCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 55 56. All rights reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without the prior writtenpermission of the publisher. Printed in the United States of America. Copyright 2010 Pearson Education, Inc. Publishing asPrentice HallCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 56