Variables that moderate the attitude–behavior relation: Results of a longitudinal survey.
ABSTRACT Hypothesized several factors that moderate the attitude–behavior relation: (a) the behavioral sequence that must be successfully completed prior to the occurrence of the behavior, (b) the time interval between the measurement of attitudes and behavior, (c) attitude change, (d) the respondent's educational level, and (e) the degree of correspondence between attitudinal and behavioral variables. The behaviors investigated were having a child and using oral contraceptives. A stratified random sample of 244 married women in a midwestern urban area was studied during a 3-wave, 2-yr longitudinal study. Selection of attitudinal and belief measures was guided by the M. Fishbein (1967) model of behavior intentions. Consistent with the hypotheses, the relations between behavior and both intention and the model's attitudinal and normative components were substantially attenuated by (a) events in the behavioral sequence not under the volitional control of the actor, (b) an increase in the time interval between the measurement of attitudes and behavior from 1 to 2 yrs, and (c) changes in the model's attitudinal and normative components during the 1st yr. The respondent's educational level did not affect attitude–behavior consistency. The attitude–behavior correlation increased significantly as the degree of correspondence between the 2 variables increased. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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ABSTRACT: This study tests the Contingent Consistency Hypothesis that attitudinally consistent behavior is dependent on reference groups or social support and an interactive model of social support for new behavior. These hypotheses are tested for drinking behavior in an adult community. Where attitudes and social support are congruent, the contingent consistency hypothesis is supported. An interaction effect was found among adults where well-established behavior occurred and when social support was high.Social Psychology Quarterly 03/1987; 50(1):56. · 1.89 Impact Factor
Article: Liking More Means Doing MoreSocial Psychology 01/2014; 1(-1):1-8. · 1.89 Impact Factor
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ABSTRACT: A controversial feature of modern parenting is ''child-centrism,'' the tendency for parents to prioritize their children's well-being above their own. It has been suggested that child-centric parenting in its various forms may undermine parental well-being. Con-trary to popular belief, more child-centric parents reported deriving more happiness and meaning from parenthood (Study 1). Study 2 employed the day reconstruction method (Kahneman, Krueger, Schkade, Schwarz, & Stone, 2004) to capture parents' actual experiences while taking care of their children. Consistent with Study 1, greater child-centrism was associated with the experience of greater positive affect, less negative affect, and greater meaning in life when engaged in child care activities. This link between child-centrism and well-being stands in contrast to recent arguments about the pitfalls of overinvestment in children, while dovetailing with a growing body of evidence that personal well-being is associated with investing in others rather than oneself. A controversial approach to parenting is the placement of one's children at the center of family life, where they receive the lion's share of the family's social, financial, and emotional resources. Several authors have argued that prioritizing the needs and wants of one's children to the detriment of one's own undermines par-ental well-being (Hodgkinson, 2009; Liedloff, 1975; Senior, 2010; Skenazy, 2009). Casting doubt on this perspective, a growing body of evidence suggests that when we invest in the well-being of others, we experience greater well-being our-selves. The goal of the present research is to examine the rela-tionship between what we term child-centric parenting and the well-being (positive affect [PA] and negative affect [NA] and meaning) that parents derive from their children. Child-CentrismSocial Psychological and Personality Science. 11/2013; 4(6):635.