Generalized expectancies for interpersonal trust.

American Psychologist (Impact Factor: 6.87). 04/1971; 26(5):443-452. DOI: 10.1037/h0031464

ABSTRACT Describes results of a program of research on interpersonal trust, defined as belief in social communications. Construction of a scale for measuring individual differences, construct validity studies, and investigations of antecedents of trust, correlates of trust, and changes of college student trust are included. The evidence supports the hypothesis of (a) stable individual differences in a generalized expectancy for interpersonal trust, and (b) the feasibility of studying such trust under a variety of conditions. (29 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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    ABSTRACT: This is a theoretical thesis, which pursues three ambitions. It develops a process perspective on trust, examines the integration between an empirical grounded theory of trust and sociological theory, and explores the relationship between trust and social change. The process perspective on trust is generated from an empirical grounded study of trust processes at micro level, and about how macro level social change can affect micro level processes. The main finding is that trust is a dynamic quality; it is a continuous process of social construction. To trust is about making a leap of faith, from doubt into trusting. This leap has a social platform and is triggered by a sense of mutual understanding - trusting presupposes mutual understanding and a common social basis. This basis has pre-contractual, relational and structural elements. The social processes discovered in the empirical grounded theory of trust are general social processes elaborated on in sociology, but these processes are not explicitly related theoretically to the development of trust. The thesis therefore explores how the main elements of the empirical grounded process theory of trust are elaborated on in sociological theory and relates this to trust. This exploration provides a theoretical grounding of the empirical grounded theory. However, grounded theory methodology is not very explicit about how empirical grounded theories can be theoretically grounded and integrated into existing theory. The thesis therefore discusses this issue and introduces four strategies for integration of grounded theory and existing theory. The process theory of trust is applied to analysing the trust paradox, which is an inquiry into the relationship between trust and social change. The trust paradox indicates that social change is about changes in our bases for trust, and that social change leads to development new configurations on of trust bases.
    01/2015, Degree: Doctor Philosophiae, Supervisor: Svein Jentoft
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    ABSTRACT: Direct-to-consumer prescription drug advertising (DTCA) is believed to empower consumers, but national surveys indicate declining trust in DTCA. Given the unique characteristics of this category, it is unclear what the likely consequences are of reduced trust in these ads. Furthermore, previous research is inadequate to discern the basis of trust in DTCA. To address this issue, a model of the antecedent and consequent factors connected to trust in DTCA was developed based on prior empirical findings and relevant theory. This paper presents survey findings testing the model. Results show trust is predicted by perceptions of mediated health information sources, advertising in general, pharmaceutical companies, and the perceived value and informativeness of prescription drug ads. Regarding outcomes, results were mixed for the relationship of trust with attention, attitudes, and behavioural intent. Overall, findings suggest trust plays a complex role in shaping consumer reactions to prescription drug ads. Online access:
    International Journal of Advertising 02/2015; DOI:10.1080/02650487.2015.1009346 · 1.90 Impact Factor
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    ABSTRACT: In this study, it was aimed to determine the relationships between teachers’ trust on manager, commitment to manager, satisfaction from manager and their intent to leave. Data were collected from 478 primary school teachers through self-report scales. Two alternative structural models were examined, one proposed satisfaction causes commitment and the other proposed commitment causes satisfaction. Both the alternative models yielded exactly the same good fit indices. According to the first model, teachers’ trust on manager positively predicts their satisfaction from manager and commitment to manager, while trust on manager negatively predicts intent to leave through the mediating effect of satisfaction from manager. According to the second model, teachers’ trust on manager positively predicts their satisfaction from manager and commitment to manager, while trust on manager negatively predicts intent to leave through the mediating effects of commitment to manager and satisfaction from manager. Results highlight the importance of managerial trust on teachers’ commitment, satisfaction and intent to leave and give cues to managers on how to reduce teachers’ intent to leave.