chp 7

Chapter 7

Attitudes and Persuasion

CONSUMER BEHAVIOR, 9e Michael R. Solomon

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-1

Chapter Objectives When you finish this chapter, you should understand why:

• It’s important for consumer researchers to understand the nature and power of attitudes.

• Attitudes are more complex than they first appear.

• We form attitudes in several ways. 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-2

Chapter Objectives (continued) When you finish this chapter, you should understand why:

• A need to maintain consistency among all of our attitudinal components motivates us to alter one or more of them.

• We use attitude models to identify specific components and combine them to predict a consumer’s overall attitude toward a product or brand. 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-3

Chapter Objectives (continued) When you finish this chapter, you should understand why:

• The communications model identifies several important components for marketers when they try to change consumers’ attitudes toward products and services.

• The consumer who processes such a message is not necessarily the passive receiver of information marketers once believed him to be. 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-4

Chapter Objectives (continued) When you finish this chapter, you should understand why:

• Several factors influence a message source’s effectiveness.

• The way a marketer structures his message determines how persuasive it will be.

• Audience characteristics help to determine whether the nature of the source or the message itself will be relatively more effective. 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-5

The Power of Attitudes

• Attitude: a lasting, general evaluation of people, objects, advertisements, or issues

• Attitude object (A ): anything toward which O

one has an attitude

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-6

Functional Theory of Attitudes

UTILITARIAN FUNCTION:

VALUE-EXPRESSIVE FUNCTION:

Relates to rewards and punishments

Expresses consumer’s values or self-concept

EGO-DEFENSIVE FUNCTION: Protect ourselves from external threats or internal feelings

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

KNOWLEDGE FUNCTION: Need for order, structure, or meaning

7-7

Discussion

• Imagine that you work for the marketing department of your college or university and have segmented students into four different clusters, each representing one of the four functions identified by Katz.

• Develop a marketing strategy based on each of the four functions to motivate students to stay in school and complete their degrees.

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-8

ABC Model of Attitudes

• An attitude has three components: • Affect: the way a consumer feels about an • •

attitude object Behavior: person’s intentions to do something with regard to an attitude object Cognition: beliefs a consumer has about an attitude object

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-9

Figure 7.1 Hierarchies of Effects

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-10

Attitude Toward the Advertisement

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

• We often form product attitudes from its ads • Ad: attitude toward advertiser + evaluations of ad execution + ad evoked mood + ad arousal effects on consumer + viewing context

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-11

Attitude Commitment INTERNALIZATION Highest level: deep-seeded attitudes become part of consumer’s value system IDENTIFICATION Mid-level: attitudes formed in order to conform to another person or group COMPLIANCE Lowest level: consumer forms attitude because it gains rewards or avoids punishments

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-12

Consistency Principle

• We value/seek harmony among thoughts, feelings, and behaviors

• We will change components to make them consistent

• Relates to the theory of cognitive dissonance – we take action to resolve dissonance when our attitudes and behaviors are inconsistent

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-13

Discussion

• Interview a student next to you about a behavior that he or she has that is inconsistent with his or her attitudes (e.g., attitudes toward healthy eating or active lifestyle, attitudes toward materialism, etc.)

• Ask the student to elaborate on why he or she has the behavior, then try to identify the way the person has resolved dissonant elements.

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-14

Self-Perception Theory

FOOT-IN-THE-DOOR TECHNIQUE Consumer is more likely to comply with a request if he has first agreed to comply with a smaller request LOW-BALL TECHNIQUE Person is asked for a small favor and is informed after agreeing to it that it will be very costly. DOOR-IN-THE-FACE TECHNIQUE Person is first asked to do something extreme (which he refuses), then asked to do something smaller.

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-15

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 effects • Contrast effects • Example: “Choosy mothers choose Jif Peanut Butter”

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-16

Balance Theory

• Considers how a person might perceive relations among different attitude objects and how he might alter attitudes to maintain consistency

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

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-17

Figure 7.2 Balance Theory

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-18

Multiattribute Attitude Models

• Consumer’s attitudes toward an attitude object depend on beliefs she has about object attributes

• Three elements of multiattribute • Attributes of Ao • Beliefs about Ao • Importance weights

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-19

The Fishbein Model

Salient Beliefs Object-Attribute Linkages Evaluation

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-20

Table 7.1 Saundra’s College Decision Beliefs (β)

Attribute

Import. (I)

Smith

Princeton

Rutgers

Northland

Academic reputation

6

8

9

6

3

All women

7

9

3

3

3

Cost

4

2

2

6

9

Proximity to home

3

2

2

6

9

Athletics

1

1

2

5

1

Party atmosphere

2

1

3

7

9

Library facilities

5

7

9

7

2

163

142

153

131

Attitude Score

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-21

Marketing Applications of the Multiattribute Model Capitalize on Relative Advantage Strengthen Perceived Linkages Add a New Attribute Influence Competitor’s Ratings 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-22

The Extended Fishbein Model: The Theory of Reasoned Action

• Intentions versus behavior: measure behavioral intentions, not just intentions

• Social pressure: acknowledge the power of other people in purchasing decision

• Attitude toward buying: measure attitude toward the act of buying, not just the product

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-23

Figure 7.3 Theory of Trying

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-24

How Do Marketers Change Attitudes? Reciprocity

Scarcity

Authority

Consistency

Liking

Consensus

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-25

Tactical Communications Options

• Who will be source of message?

• How should message be constructed?

• What media will transmit message?

• What target market characteristics will influence ad’s acceptance? 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-26

Figure 7.4 The Traditional Communications Model

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-27

Figure 7.5 An Updated Communications Model

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-28

New Message Formats

• M-commerce - marketers promote goods and services via wireless devices

• New social media platforms • Blogging • Video blogging (vlogging) • Podcasting • Tweeting • Virtual worlds • Widgets 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-29

The Source

• Source effects mean the same words by different people can have very different meanings

• A “source” may be chosen due to expertise, fame, attractiveness, or similarity

• What makes a good source? • Source credibility: a source’s perceived •

expertise, objectivity, or trustworthiness Source attractiveness: social value

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-30

Star Power

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-31

Nonhuman Endorsers

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-32

Decisions to Make About the Message

• • • • •

Should we use pictures or words? How often should message be repeated? Should it draw an explicit conclusion?

Should it show both sides of argument? Should it explicitly compare product to competitors?

• Should it arouse emotions? • Should it be concrete or based on imagery? 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-33

The Message Table 7.2 Characteristics of Good and Bad Messages

Positive Effects

Negative Effects

Showing convenience of use

Extensive information on components, ingredients, nutrition

Showing new product/improved features

Outdoor setting (message gets lost)

Casting background (i.e., people are incidental to message)

Large number of onscreen characters

Indirect comparison to other products

Graphic displays

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-34

Figure 7.6 Two-Factor Theory

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-35

How Do We Structure Arguments?

• One-sided: supportive arguments • Two-sided: both positive and negative information • Refutational argument: negative issue is raised, then dismissed • Positive attributes should refute presented negative attributes • Effective with well-educated and not-yetloyal audiences 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-36

Comparative Advertising

• Comparative advertising: message compares two+ recognizable brands on specific attributes • “Unlike McDonalds, all of Arby's chicken sandwiches are made with 100% all-natural chicken” • Negative outcomes include source derogation

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-37

Types of Message Appeals Emotional versus Rational Appeals Sex Appeals Humorous Appeals Fear Appeals 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-38

Discussion

• Name ads that rely on sex appeal to sell products.

• What benefits are communicated in the ad? • Is the message implicit or explicit? How?

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-39

Message As Art Form

• Advertisers use literary elements to communicate benefits and meaning

• Allegory: story about an abstract concept personified in a fictional character

• Metaphor: two dissimilar objects in a close relationship (“A is B”)

• Simile: compares two objects (“A is like B”) • Resonance: play on words with pictures 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-40

Table 7.3 Examples of Advertising Resonance Product

Headline

Visual

Embassy Suites

“This Year, We’re Unwrapping Suites by the Dozen”

Chocolate kisses with hotel names underneath each

Toyota auto parts

“Out Lifetime Guarantee May Come as a Shock”

Man holding a shock absorber

Bucks filter cigarettes

“Herd of These?”

Cigarette pack with a picture of a stag

Bounce fabric softener

“Is There Something Creeping Woman’s dress bunched up on Up Behind You?” her back due to static

Pepsi

“This Year, Hit the Beach Topless”

Pepsi bottle cap lying on the sand

ASICS athletic shoes

“We Believe Women Should Be Running the Country”

Woman jogging in a rural setting

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-41

Forms of Story Presentation

• Lecture: speech in

• Drama: story that

which the source speaks directly to the audience • Attempts to

•

persuade Cognitive responses may occur

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

draws viewers into the action • Characters indirectly

•

address the audience Interact with each other in an imaginary setting

7-42

Discussion

• Sell the steak or the sizzle? • What’s more important in an advertisement: • What is said? or • Who says it? • Give examples of ads that use one strategy versus the other. What types of ads are more effective for each strategy?

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-43

Figure 7.7 Elaboration Likelihood Model

2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-44

Chapter Summary

• Attitudes are very powerful, and they are formed in several ways.

• People try to maintain consistency among their attitudinal components and their attitudes and behaviors.

• The communications model includes several important components which can be influenced by marketers to enhance the persuasiveness of the message. 2/13/2015 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

7-45