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The Advantages of an Inclusive Definition of Attitude
Abstract
In The Psychology of Attitudes, we provided an abstract - or umbrella - definition of attitude as "a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor" (Eagly & Chaiken, 1993, p. 1). This definition encompasses the key features of attitudes - namely, tendency, entity (or attitude object), and evaluation. This conception of attitude distinguishes between the inner tendency that is attitude and the evaluative responses that express attitudes. Our definition invites psychologists to specify the nature of attitudes by proposing theories that provide metaphors for the constituents of the inner tendency that is attitude. We advocate theoretical metaphors that endow attitudes with structural qualities.
... The two theories reported here allow us to form hypotheses about the way gender may influence students' feelings when providing PFB, and attitudes about providing PFB. In order to do so, we recall that in general, attitudes (here for instance, the willingness to provide feedback) are shaped by cognitive influences (for instance, the knowledge about one's proficiency in the learned discipline or in feedback) and affective influences (for instance, fear of hurting someone when providing feedback) [67]. Affective influences may be emotions experienced when performing the activity [34], such as comfort, discomfort [68], and pleasure. ...
... We addressed the problem of multiple comparison by running a set of linear regression calculations with each of the variables as the dependent variable, in order to estimate the relative influence of the different variables on each other and to pick up the variables that explained a larger part of others' variance. Moreover, in order to create a directional order between the variables, we made the fundamental hypothesis that, in accordance with the theory of attitudes [67], comfort in providing PFB could influence the willingness to provide PFB, but not the contrary. On this basis, we applied multiple linear regression by first studying the predictive potential of students' characteristics (proficiency in feedback, self-esteem, self-efficacy, and empathy) on the comfort in providing PFB (Table 3), and then included the comfort in providing PFB as one of the explanatory variables along with the four latter characteristics in the study of the willingness to provide PFB (Table 4). ...
... The willingness to provide feedback, on the contrary, was eventually (in women) linked to social traits, self-esteem, empathic concern, and to comfort in providing feedback, but was not directly linked to cognitive characteristics (H 3cog invalidated, H 3soc confirmed). In the framework of the theory of attitudes, this separation between cognitive and social influences is a common configuration [67]. In practice, this shows an essential difference between comfort in providing PFB and willingness to do so. ...
In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students.
... Attitude, defined as "an internal state of readiness for action" (Cacioppo, Petty, & Crites, 1994), represents an individual's predisposition to react favorably or unfavorably in a given circumstance. According to Eagly and Chaiken (2007), attitude encompasses three constituents -affective, cognitive, and behavioral. The affective aspect relates to the emotions linked with an object, leading to a positive or negative attitude. ...
... The cognitive aspect pertains to an individual's beliefs, attributes, thoughts, and ideas associated with sustainability (Abun et al., 2019). On the other hand, the behavioral aspect encompasses the actions and responses individuals exhibit toward sustainability (Eagly & Chaiken, 2007). ...
In this study aimed at unraveling the nuanced attitudes of Filipino consumers towards sustainable consumption, we reached out to a diverse group of 452 individuals. Utilizing the Partial Least Squares Path Modeling (PLS-PM), we assessed the interrelationship among Perceived Behavioral Control toward Sustainable Behavior (PBCSB), Subjective Norms toward Sustainable Behavior (SNOSB), Attitude toward Sustainable Behavior (ATSB), Personal Involvement (PI), and Sustainable Consumption Behavior (SCB). The resultant data painted a largely optimistic picture: participants expressed a noteworthy approval of sustainable practices, averaging a rating of 5.14 out of 7. A significant observation was their affinity towards businesses that champion environmental values and their keenness to endorse sustainable products. Interestingly, the sway of peers and an individual's own belief in their ability were pivotal in shaping these eco-friendly purchase intentions. While this research offers a richer understanding of the Filipino consumer mindset, it's imperative to acknowledge its limitations, such as potential sampling biases and certain unexplored factors. Yet, these findings remain instrumental for businesses seeking to sync with Filipino consumers' evolving sustainable consumption patterns.
... Thus, news on sports topics and events contains information and frames (Tewksbury and Scheufele 2009). As a result, this could affect the consumers' thoughts, feelings, and attitudes (in the sense of the degree of favor or disfavor as defined by Eagly and Chaiken (2007) and behaviors (in the sense of responses). Consequently, it could also affect the way consumers will react and/or make subsequent evaluations of sports protagonists (Price et al. 1997). ...
... Especially in the case of athletes, since it has been documented that the frames aim to change attitudes and consequently behavior (Nelson and Oxley 1999), athletes' statements and the attribution of responsibilities by them to noncompetitive factors could affect the thoughts and feelings of the audience, and hence the degree of sympathy towards them (Eagly and Chaiken 2007). The fact that journalists have published athletes' statements linking responsibility with noncompetitive factors could potentially affect the way that the audience will react and/or make subsequent evaluations of the sports protagonists (Price et al. 1997). ...
The boundaries of sports journalism continue to expand as non-traditional actors
emerge and proliferate in the digital environment. This outstanding and vital specialist
area within the news industry faces increasing pressure from adjacent fields. Amateur
sports enthusiasts (bloggers, streamers or influencers) and team media for sports
organizations adopt many of the roles and tasks historically attributed to sports
journalism and engage in activities that may be perceived and regarded as journalistic by
audiences.
The arrival of new actors around the journalistic field, the heavy use of social media and
its impact on sports consumption patterns, the search for new business models for news
organizations, and the disrupting technology that is being explored and applied in sports
coverage all require new conceptual approaches to better understand the sports news
industry in the digital age.
All of these considerations led eighteen authors from nine countries (Greece, Portugal,
Spain, United Kingdom, Germany, Austria, Australia, Ireland, and Sweden) to publish
their research contributions and broaden the discussion in this MDPI reprint about the
current trends in the sports media landscape and the most pressing challenges that
sports journalists need to face in the years to come.
... Prejudice is typically defined as a negatively-valenced attitude about an outgroup (see Zanna, 1994), and an attitude is defined as "a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor" (Eagly & Chaiken, 1993, p. 1). Attitudes have both cognitive (i.e., one's beliefs about a group of people) and affective (i.e., one's feelings or emotions about a group of people) subcomponents (Chonody, 2013;Eagly & Chaiken, 2007). ...
... One mechanism for these proposed effects is the aforementioned affect-congruent spreading activation processes. Individuals form attitudes, at least in part by making an appraisal of their cognitive, emotional, and behavioral reactions to an attitude object (Ajzen, 2001;Eagly & Chaiken, 2007). Therefore, individuals in the reward condition will appraise the positively-valenced experiences stipulated in H1 and H2, which should result in positive attitudes about social equality for gay individuals. ...
... While certain mindsets may fit this description, not all do. According to research, attitudes have a hierarchy of levels of commitment, with some being more significant and firmly held than others (Eagly & Chaiken, 2007;Solomon, 2013). It is essential to reject the notion that attitude is a constant construct. ...
... It is essential to reject the notion that attitude is a constant construct. Evaluation encompasses all categories of evaluative responses, such as intentions and overt behavior, feelings, emotions, beliefs, and thoughts (Eagly & Chaiken, 2007). These categories are based on the popular multidimensional construct of attitudes, which divides attitude reactions into affective, behavioral, and cognitive categories (Solomon, 2013). ...
... Leadership style is a unique habitual way of behavior based on the effective summary and in-depth research and analysis of long-term practice and experience (Schein, 2014) [8]. It is not a specific leadership behavior, but refers to the synthesis of a series of leadership behaviors that provide support for a particular function and that change with the leadership situation (Eagly & Chaiken, 2007) [9]. So far, the representative leadership style theories in the West have been developed in three stages: leadership trait theory, behavioral model theory, and power change theory, respectively. ...
... Leadership style is a unique habitual way of behavior based on the effective summary and in-depth research and analysis of long-term practice and experience (Schein, 2014) [8]. It is not a specific leadership behavior, but refers to the synthesis of a series of leadership behaviors that provide support for a particular function and that change with the leadership situation (Eagly & Chaiken, 2007) [9]. So far, the representative leadership style theories in the West have been developed in three stages: leadership trait theory, behavioral model theory, and power change theory, respectively. ...
The world is currently in an era of great turmoil, from the increase in sudden changes such as industrial accidents and terrorist threats to the global spread of the COVID-19, thus showing that the volatility, uncertainty, complexity and ambiguity characteristic of the market environment has become a norm. The personal traits and abilities of the entrepreneur determine the survival and success or failure of the company, and it is only by choosing a more appropriate leadership style according to the time and the right changes that one can seek opportunities in the crisis. Leadership style affects the work atmosphere and morale of the entire organization, and plays an important role in work performance, and how to use leadership theory to improve employee performance is attracting more and more attention from scholars at home and abroad. In this paper, based on a review of related studies at home and abroad, and from the perspectives of social exchange theory, upper echelons theory and leadership-member exchange theory, the mechanisms and relationships between transformational leadership and employee performance are organized based on a review of the conceptual structure, influencing factors and mechanisms of action of related concepts. At the same time, the more complex influence relationship between the two is also sorted out to reveal the impact path of transformational leadership on employee performance. In addition, we summarize the shortcomings of the existing research results and propose the future outlook, so as to provide some reference value for future scholars who study transformational leadership and employee performance.
... Also taking a radical constructive view, Conrey and Smith (2007) emphasize that attitudes are "time-dependent states of the system" and not "static" things that are "stored" in memory " (Conrey & Smith, 2007, p.720). More intermediate positions are occupied by Eagly and Chaiken (2007), who present a definition that covers the key characteristics of trend, object (or object of attitude) and evaluation (Eagly, and Chaiken, 2007, p. 585). Cunningham et al. (2007) derive an integrated model of reprocessing, which is a combined view that "current estimates are constructed from relatively stable representations of the relationship" (Cunningham et al., 2007, p. 740) Given the empirical evidence of sensitivity to context versus stability of attitudes, each view has its strengths and limitations (Bohner, and Dickel, 2011, p. 399). ...
... Although attitudes can be characterized as simple object-evaluation associations, attitudes may be part of larger sets of knowledge structures (Eagly & Chaiken, 2007, cited by Fabrigar, MacDonald and Wegener, 2005). For example, in advertising, the advertised product or service is perceived as a simple object, and part of the user's evaluation is the testing of the product, which leads to the creation of cognitive, affective and some conative structures of the attitude. ...
Research on consumer attitudes and their change under advertising influence is becoming a defining feature in advertising communication. The present review aims to outline recent advances in social psychology on the concept of “attitude” with an emphasis on the possibility of consumer attitudes being shaped by various advertisements. Some models of attitude formation and change are discussed, as well as some current views on the stability and strength of attitudes as part of advertising. The importance of the general attitude towards advertising, the credibility of advertising, as well as the ways of promoting products and services to achieve the most effective perception, remembering and the achieved impact through advertising is emphasized. Generalizations are synthesized for future research on the different attitudes and achievement of advertising effectiveness as a marketing communication tool.
... Teachers' attitudes toward LGBT students can be defined as psychological tendencies expressed by evaluating a student with a certain degree of approval or disapproval (Eagly & Chaiken, 2007). On the basis of their attitudes, especially prejudice and stereotypes (i.e., negative attitudes), teachers form certain expectations of their students (Reyna, 2008). ...
Lesbian, gay, and bisexual (LGB) students face victimization in multiple contexts, including the educational context. Here, teachers can serve as an important resource for LGB students. However, teachers who are prejudiced against students from sexual minorities might not be able to fulfill this role. Accordingly, it is important to find out more about teachers' attitudes and their correlates, as such information can provide starting points for sensitization interventions in teacher education programs, which have the potential to improve the situation of LGB students in the school setting. In the present preregistered questionnaire study, we investigated the attitudes of 138 preservice teachers from the University of Luxembourg toward LGB students and tried to identify predictors of teachers’ attitudes. Results suggested that Luxembourgish preservice teachers hold mostly positive attitudes toward LGB students. Using correlation and multiple regression analyses, we identified the frequency of participants’ contact with LGB people in family or friend networks, hypergendering tendencies, sexual orientation, and religiosity as reliable predictors of attitudes toward LGB students. Age, gender, and right-wing conservatism did not reliably predict preservice teachers’ attitudes in the regression models. Our findings thus offer support for intergroup contact theory and have implications for teacher education in Luxembourg.
... Through this study, the attitude dimension is the main focus that researchers pay attention to. Psychological tendencies highlighted through the assessment of supporting or opposing reactions to an object, human, institutional or event are classified as attitudes (Eagly & Chaiken, 2007). ...
... Then, Ajzen (1991) then developed the TPB by adding the Perceived Behavioral Control (PBC) element to the TRA model to predict actual behavioural trends better. The attitude element is the psychological state that determines whether an individual favour or does not favour a particular object (Eagly & Chaiken, 2007). The subjective norm factor is that a person's behaviour is impacted by the wish of the influencer (O'Neal, 2007). ...
Green consumption behaviour research plays a vital role in promoting actions to protect the environment and promote sustainable development. This research aims to determine the relationship between environmental sustainability awareness, social sustainability awareness, altruism, health consciousness, and consumers’ green consumption behaviour. A quantitative analysis based on a dataset of 586 customers was performed to test the hypotheses with SmartPLS 3.3.3. The results of the PLS-SEM model indicated as follows: (1) Awareness of the sustainable environment enhances customers’ altruism; (2) Altruism has a positive effect on customers’ intention, loyalty, and green brand evangelism; (3) Health consciousness has a positive effect on attitude but has no effect on green purchase intention; (4) Green purchase intention has a positive effect on loyalty and green brand evangelism; (5) However, green brand loyalty is not a factor that influences green brand evangelism, which is a significant finding. Furthermore, another research finding also highlights the importance of altruism in utilizing green products.
... Attitude can be characterized as an acquired phenomenon that significantly impacts an individual's behavioral patterns, potentially introducing a degree of subjectivity or bias into their decision-making processes (Eaton et al., 2008). Eagly and Chaiken (2007) defined attitude as a psychological tendency expressed through the evaluation of a specific entity in either a favorable or unfavorable manner. There is a broad agreement among researchers that attitude represents a summary assessment of a psychological object along dimensions such as good-bad, harmful-beneficial, pleasant-unpleasant, and likable-unlikable (Ajzen, 2001). ...
Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items. Keywords: science and technology lesson, attitude toward science and technology courses, attitude scale development
... In The Psychology of Attitudes, Eagly and Chaiken [26] provided an abstract definition of attitude as a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour. The further definition encompasses the key attributes of attitudes such as tendency, entity (or attitude object), and evaluation. ...
This study aims to investigate architecture students' attitudes toward sustainability through the learning of digital simulation and their intention of integrating it into their architecture design studio project. The study employs a quantitative study using the survey design of 205 participants year two (2) undergraduate architecture students in a private higher educational institution that uses simulation in teaching sustainability. A total of 188 complete questionnaires were analysed using the quantitative method of descriptive analysis. Technology Acceptance Model (TAM) was used to understand the factors that influenced students' acceptance. In this study, the factor of Attitude (ATT) and Behavioural Intention to Use (BI) are discussed in detail. The results of this study demonstrated a positive attitude among undergraduate architecture students that demonstrated positive behavioural intention to use digital simulation in the architecture design studio. The sample size came from a private higher educational institution that used digital simulation as part of sustainability teaching in architecture education and it is a self-reported construct. The result can be used to improve sustainability teaching in architectural education, incorporating e-Learning /simulation using Building Information Modelling (BIM) by emphasizing integration in studio teaching. The finding discovered that architecture students' sustenance of using digital simulation to create sustainable approaches in design studios can only be achieved through constant motivation and clear guidance.
... A pesar del cambio en los modelos de la discapacidad y del progreso realizado, algunos colectivos siguen arrastrando algunos prejuicios actualmente (MorenoPilo et al., 2022). Las actitudes hacia la discapacidad se definen como la tendencia psicológica que expresa un individuo en el proceso de evaluación de un suceso concreto, con una tendencia más positiva o negativa, incluyendo sus creencias, experiencias emociones y sentimientos (Eagly & Chaiken, 2007). La bibliografía científica ha demostrado que existen relaciones significativas entre diferentes variables y la predicción y predisposición de las actitudes de las personas. ...
Las personas con discapacidad han estado apartadas de la sociedad durante mucho tiempo por la visión patológica y médica que la sociedad tenía de este colectivo, limitándolas a su discapacidad. Afortunadamente, este tipo de comportamiento ha cambiado: la sociedad ha progresado hacia una práctica más inclusiva, haciendo que este colectivo participe en la sociedad; sin embargo, las actitudes no han progresado al mismo nivel. Estas conductas están influenciadas por diferentes factores que pueden ser predictores de ellas. En el ámbito escolar, la educación física supone un espacio en el que se pretende mejorar el desarrollo motor y conductual de los alumnos y las actitudes hacia la discapacidad, tanto de alumnos como de profesores, son imprescindibles para el desarrollo de los alumnos con discapacidad. Por esta razón, esta revisión tiene como objetivo identificar las variables más estudiadas y extraer los resultados más relevantes. Para conseguirlo, se ha procedido a la búsqueda de artículos en la base de datos Web Of Science, SCOPUS y Dialnet, codificando las variables tras pasar por los criterios de inclusión y exclusión. Se identificaron las principales variables estudiadas hasta la fecha, se analizaron los documentos de cada base de datos y las palabras clave de los artículos seleccionados y se sintetizaron los resultados, encontrando que el género femenino, las personas jóvenes que han tenido contacto previo con personas con discapacidad, los docentes con menos años de experiencia y el ámbito rural tienen mejores actitudes que el grupo comparado. Tanto alumnos como profesores tienen buenas actitudes hacia la discapacidad.
... How will preservice teachers describe the use of video annotation software as aiding and hindering the feedback cycle? Definitions 1. Attitude -A psychological tendency evident by the assessment of an entity with a level of favor or disfavor (Eagly & Chaiken, 2007). ...
The purpose of this hermeneutic phenomenological study was to explore preservice teachers’ experiences with video observations at Central University. The theory guiding this study was Bandura’s self-efficacy theory as it provides insights into the internal and external factors that affect an individual’s perception of their capabilities. Self-efficacy is a critical component and goal of field experience observations. The central research question for this hermeneutic phenomenological study was: What are preservice teachers’ attitudes and experiences using video annotation software during field experience? The study was divided into two phases: individual interviews with preservice teachers, audio-visual elicitation interviews, a letter-writing activity, and qualitative data aggregation. Four themes were derived from the participants’ experiences: (a) streamlined reflection, (b) digital detachment, (c) the supervisor variable, and (d) program components’ effect on self-efficacy. Interpretations of the themes included four significant interpretations: (a) video annotation software improves reflection capabilities and personal agency, (b) video annotation software is a field supervision tool, not replacement, (c) convenient but not complete: video annotation software asynchronous communication is not enough, and (d) expectations and structure matter.
... However, some people view marriage in a positive light, whereas others have negative attitudes toward it. This is because people have different experiences with gender roles, come from different families and social circles, and witness different social and global changes (Arnett, 2000;Blagojevich, 1989;Eagly & Chaiken, 2007;Haig, 2004;Larson, Benson, Wilson & Medora, 1998). ...
The aim of this study is to examine the relationship between the gender role attitude, marriage attitude and marriage anxiety of unmarried young individuals, both with each other and with the explanatory variables related to demographic and parental marriage. The sample of the study consisted of 848 unmarried young individuals between the ages of 18-29 residing in Ankara. The data of the research were collected by creating an online questionnaire using the Snowball Sampling Method. In the research, Gender Roles Attitude Scale, Marriage Attitude Scale and Marriage Anxiety Scale were used to determine the gender role attitudes, marriage attitudes and marital concerns of young individuals. According to the findings of the study, the egalitarian gender role attitude and marital anxiety levels of female participants are higher than male participants. The attitudes towards marriage of male participants are more positive than female participants. Those whose parents are divorced or separated and those who evaluate their parents' marriage as conflicting have more negative attitudes towards marriage while marital anxiety levels are higher than those whose parents are alive and together, and those who see their parents' marriage as happy. In the study, there was a negative relationship between egalitarian gender role attitude and positive attitude towards marriage; positive relationship between marriage anxiety and egalitarian gender role attitude; a negative relationship was found between marriage attitude and marriage anxiety. The results obtained from the study were discussed within the framework of the literature; recommendations for research and practice are presented.
... Perception according to oxford dictionary (2016) is the conscious understanding about something. Eagly and Chaiken (2007) in addition to the works of Fazio (2007) opined that people's evaluative judgment of an object depends on how they feel about something (affective evaluation); the knowledge they have about the object (cognitive evaluation) and how they have acted on it in the past (behavioral evaluation). E-learning refers to all kinds of electronically supported learning (whether in networked/non-networked environments) in which the learner interacts irrespective of space, place and time with teachers, content, Esther Oluwayemi Jatto, Oluwabunmi D. Bakare, Mutiat Yewande Salvador and Sunday Morakinyo Fakunle: Perception and attitudes of private secondary school proprietors towards the adoption of online classes amidst covid-19 pandemic in Ibadan, Oyo State, Nigeria Library and Information Perspectives and Research, Volume 4, Numbers 1/2, 2022 and other learners (Oliver, Osa & Walker, 2012;Sangra, Vlachopoulos & Cabrera, 2012). ...
COVID-19 and its attendant lockdown adversely affected the traditional face-to-face classroom activities in virtually all parts of the world, Nigeria inclusive. As a way out, online teaching became the vogue in many parts of the world. This study measured the perception and attitudes of private school proprietors to the adoption of online learning amidst COVID-19 in Ibadan, the capital city of Oyo State, Nigeria. To elicit information for the study, a purposive sample of 327 listed private secondary schools in Ibadan was used to select 180 of them for this study. A questionnaire was used for data collection and the responses were analyzed using the Statistical Package for the Social Sciences (SPSS).The study revealed that there is a low level of adoption of online learning by private school proprietors in the study(x =2.07) due to inadequate digital literacy skills for online learning and interaction with the students, paucity of ICT infrastructure, and the complexity of the learning environment under it. It was found that the proprietors under study had positive attitude towards online learning (x =3.10). Computer exposure by these proprietors played a statistically significant role in their attitude. It is recommended that training and regular exposure to the benefit of online learning are necessary for proprietors and teachers" appreciation of online learning.
... In the context of education, previous studies indicated that the way teachers communicate or characterize students with disabilities offers a strong indication about how they will deal with these students in practice (Emmers et al., 2020;Cole & Cawthon, 2015;Grimes et al., 2018). Other studies have indicated that the teachers' beliefs (cognitive dimension) and feelings (affective dimension) affect teachers' attitudes towards teaching all students (Eagly & Chaiken, 2007;Gutshall, 2013). As Emmers et al. (2020) state, "in order to create an inclusive culture, it is important to focus on the attitudes of all those involved in an inclusive educational context, particularly the attitude of the teacher" (p.140). ...
This study explores how self-efficacy responds to the challenges of inclusive education. Focusing particularly on the impact of personal and professional characteristics, the study analyzes correlations between gender, professional experience, and qualifications on teachers’ attitudes towards inclusion and self-efficacy. In order to do so, the study makes comparisons between Greek and British teachers, identifying both similarities and differences when it comes to supporting disabled students in mainstream classrooms. The study concluded that teachers’ self-efficacy beliefs predict their attitudes towards inclusion, and the teachers’ individual characteristics predict their self-efficacy and attitudes towards inclusion. Specially, teachers from Greece and the UK demonstrated statistically significant differences in their attitudes towards inclusion and in their self-efficacy beliefs. Moreover, in the UK and Greece teachers’ self-efficacy beliefs predict their attitudes towards inclusion while the teachers’ individual characteristics predict their attitudes towards inclusion and self-efficacy.
... This study is analyzed based on the ABC model of attitude. To guide thematic analysis, three components of attitudes based on the attitude model (ABC Model) by Eagly and Chaiken (2007) were differentiated: 'affect,' which indicates a person's value, feelings, emotional state, and annoyance ("I feel good using an ICT-based methodology"); 'behavior,' which refers to how an individual acts and behaves in any circumstances ("the use of ICT helps me do my academic tasks better"); and 'cognition,' which refers to what an individual knows, what he thinks, what he believes, and how informed he is ("I believe it is beneficial to include ICT in my studies gradually") (Garcia-Martinez et al., 2020). Thematic analysis was then performed using the Braun and Clarke approach (2006). ...
This study examines university students' attitudes toward digitalizing higher education in Bangladesh. The objectives of the study are to examine the nature and the subjective causes of the student's attitudes and to examine the influence of gender, prior exposure to digitalization, and socioeconomic background on the attitudes. This study uses the ABC Model of Attitudes and the Digital Divide Theory to prepare a questionnaire and analyze the data. A semi-structured interview questionnaire was developed based on the ABC Model of Attitudes to collect data from 32 interviewees. The interviewees from three public universities in Bangladesh were selected using random purposive sampling. Students from every socioeconomic , gender, and level of digital experience category were selected to ensure heterogeneity of the sampling. The interview transcripts were analyzed using NVivo in conjugation with pen-and-paper thematic analysis. Data triangulation in the form of data analysis and data analyst triangulation was done to ensure the credibility and reliability of the research. The findings from the data analysis show that most of the students hold positive attitudes toward the digitalization of education. However, the gap in students' access to digital facilities causes differences in students' attitudes. Students with digital accessibility generally hold positive attitudes. On the contrary, students who don't have access to digital facilities hold negative attitudes towards the digitalization of education, although they perceive the digitalization of education as essential and timely. In addition, the findings also confirm that gender, prior exposure to digi-talization, and socioeconomic background influence students' attitudes significantly.
... According to Eagly & Chaiken (2007), attitudes are those psychological tendencies that are expressed by evaluating a particular entity or object as favorable or unfavorable. These develop from prior perception or exposure to a specific entity or object, which predisposes people to respond consistently to the entity on subsequent occasions. ...
This study aimed to translate and validate the Revised Attitudes Toward Research Scale (R-ATR; Papanastasiou, 2014) in Peruvian university students. A total of 214 students participated, 65.9% female, with a mean age of 24.79 years (SD = 5.15), from a private university in Metropolitan Lima. A Confirmatory Factor Analysis (CFA) was performed to test the R-ATR model of three correlated factors, obtaining an acceptable fit. On the other hand, excellent reliability coefficients for internal consistency and appropriate evidence of content validity were obtained. It is concluded that this Spanish version of the R-ATR has adequate evidence of validity and reliability that accredits its use in the Peruvian context.
... Journal of Industrial and Business Management negative attitudes when facing educational processes that implies a Technological Change. The purpose of the observations is to generate data about the individual' attitudes in consistency with the Social Psychology view(Aronson et al., 2016) where is considered that attitudes determine what persons do, being evaluations of people, objects or ideas(Banaji & Heiphetz, 2010;Bohner & Dickel, 2011;Eagly & Chaiken, 2007: Petty & Krosnick, 2014. Upon this view, each of Judson' visible behavior list is suitable for attitudes components' analysis following the ABC or tripartite Model byEllis (1977) based on (A) an Affective component referred to individual' feeling about a given circumstance; (B) a Behavioral component related to the individual' behavior when facing the given object of the attitude, and (C) the Cognitive component related to the beliefs and thoughts formed by the individuals about the nature of the attitude' object. ...
This paper displays major results of a research project undertaken in a single country unit to address the relevance of the implementation process of a givenTechnology-based initiative derived from a Public Policy set at an unforeseen event environment, on social needs’ attendance. Being a topic of key interest for its time, immersed in a Technology Rippling Effect atmosphere, attention is centered first, in the last wave of Technology Ripple Effect’ reactions,visible as attitudes at individual level when entailed on the implementation of a political action powered by Technology, and second, in their derived
effects’ back over the Public Mandate that activates them. Technology Based-Education Provision Services’ process shaped and compelled by two years World Health-lockout period, turn to be instrumental as study setting to address the characteristics of the delicate tension between Technology and their individual End Users, which come to the surface as political action powered
by Technology implies a foremost social structural transformation.
Based on Grounded Theory processes, supported by data generated through an Observational Study, analysis’ results reveal individual polarized attitudinal response to Technological stimuli, produced in divergent and paradoxical contexts, rising a red sign identified as Public Policy effects on social benefit goals and public expenditure being, both of them, challenges to attend when enabling massive Technology Change and Technology Utilization strategies are defined. Featuring a Theory formulation’ Logic Diagram, these findings may be a valuable input for Public and Corporate decisions related to conditions of massive Technology’ Operational Knowhow Processes Transmission,
such as the ones required to operate public E-Government processes and on line Taxation duties procedures, as well as in the private arena for Global Supply Chain integration and/or to incentivize commercial paradigms’ change as in the case of E-Commerce and B2B’ expansion models.
... Measurement items of three TRA constructs, namely attitude, subjective norm, and intention, were adopted from Ajzen (1991), Armitage and Conner (2001), Eagly and Chaiken (2007), and Rhodes and Courneya (2003). Attitude is also a construct of the SET. ...
... Tutum, bireyin belirli bir varlığı belirli bir derecede olumlu ya da olumsuz olarak değerlendirme eğilimi olarak da tanımlanmaktadır (Eagly ve Chaiken, 2007). Tutum, kişinin söz konusu davranışa ilişkin olumlu ya da olumsuz değerlendirmesini yansıtırken, davranışsal niyet kişinin belirli davranışları gerçekleştirirken çaba gösterme isteğinin gücünün bir ölçüsüdür. ...
... The use of both the qualitative method and the exploratory approach revealed that the negative attitudes following the delivery of poor healthcare services result in emotions and judgments that affect domestic politics (Eagly & Chaiken, 2007;Greenhalgh et al., 2016). Indeed, the ANC is a revolutionary and Black-controlled political party that delivers poor healthcare services to citizens, which translates to the betrayal of the cause. ...
The delivery of quality healthcare services to citizens is not only a constitutional right, but also the task and obligation of every government. However, bribery, lack of financial accountability and counterfeit drugs, a shortage of human resources, poor hygiene and ineffective infection control measures, and poor medical record keeping have been identified as major challenges for the implementation of a successful public healthcare system. Fraudulent orders, tender irregularities, fiscal dumping, and over-pricing have also been identified as additional challenges. Due to the lack of quality healthcare services, people have lost trust and hope in the African National Congress (ANC). The paper found that to deliver adequate healthcare services, government needs to establish mechanisms that promote efficiency, quality, transparency, and safety. AI is a mechanism that can increase transparency, efficiency, and detect diseases before they become critical. The paper adopted a qualitative research methodology with an exploratory approach.
... Such motivation is the starting point for a choice to act, followed by an intention 148 to do so, and is based on various assessments (e.g., emotional, evaluative, and social). This desire 149 conceptually differs from the attitude toward behavior, which is "a psychological inclination manifested by 150 assessing a particular thing favorably or unfavorably" (Eagly & Chaiken, 2007). In addition, desire differs 151 from intention, which is the choice to take a specific action (Perugini & Bagozzi, 2004 Consumers' green behavior considers how purchasing and utilizing products and services will 177 affect the environment. ...
... The cognitive component is based on mental representations, beliefs, and attributes connected with the other group such as stereotypes. The behavioral dimension describes how people are inclined to behave, and usually manifests itself in overt actions or discriminatory behavior when referring to negative attitudes or prejudice (Eagly & Chaiken, 2007). ...
Affective attitudes and stereotypes of older toward younger adults influence intergenerational contact experiences and are shaped by them. To capture contemporary stereotypes about young men and women, in Study 1 (N = 112), we collected stereotypes in older adults’ own words. In Study 2 (N = 225), we collected ratings on these stereotypes and showed that negative contact correlated higher with stereotyping than positive contact, while affective attitudes were similarly correlated with both (consistent with a stronger impact of negative contact only on stereotypes). Additionally, contact showed stronger associations with warmth-related compared to competence-related stereotype content. Both results deserve attention for improving intergenerational relations.
... First, several thematic areas of trust definitions were identified, and second, variations in the thematic areas were also accounted for (Castaldo et al., 2010;Fink et al., 2010). The former revealed that trust definitions encompass these areas and others, namely: (1) trustor; (2) trustee; (3) interdependence of both trustor and trustee on each other; (4) involves risking taking situations; (5) or goals for the trustor; (6) is often a voluntary experience for the trustor and involves autonomy, agency and motivation; and (7) positive evaluation by others or expectations (Bachmann, 2011;Castaldo et al., 2010;Castelfranchi and Falcone, 2010;Drewry, 1999;Fink et al., 2010;Frederiksen, 2012;Eagly and Chaiken, 2007;Hardin, 2006;Hosmer, 1995;Lane, 1998;Levi and Stoker, 2000;Li, 2015;Mayer et al., 1995;Mayer and Davis, 1999;Schoorman et al., 2015). ...
Purpose
This study was designed to assess the predictors of citizens' trust in public leaders in Ghana. Specifically, it assesses the effect of eight trust variables—competence/ability, integrity, communication, benevolence, political/quality of governance, rational/economic, risk-taking and socio-demographic characteristics—on citizens' trust in public leaders—the president, members of parliament (MPs) and metropolitan, municipal and district chief executives (MMDCEs)—in Ghana from 2016 to 2018.
Design/methodology/approach
Summary statistics, bivariate correlation and binary logistic regression were employed to analyze 2,400 responses of Ghanaians obtained from the Afro-Barometer round seven surveys on Ghana (2016–2018).
Findings
The results reveal that competence/ability, that is to say, the performance of the president, MPs and MMDCEs, influence citizens' trust in these leaders. Furthermore, communication, benevolence, rationality, risk-taking and socio-demographic variables were significant predictors of citizens' trust in the president. Likewise, competence/ability, communication, politics, benevolence and socio-demographic variables were predictors of citizens' trust in MPs. Additionally, competence/ability, communication, integrity, politics, benevolence and socio-demographic variables influence citizens' trust in MMDCEs. In short, the rationality and risk-taking variables only influence trust in the president, while the political variables influence trust in MPs and MMDCEs. However, integrity influences trust in MMDCEs. Future studies can investigate the factors that account for these differences to augment the current literature.
Originality/value
This article is unique because it examines and compares citizens' trust in three categories of public leaders—the president, MPs and MMDCEs—in Ghana using nationally representative data.
... According to Ajzen (2002), attitude is an internal state that influences an individual's action toward objects, people, or occurrences. Attitudes are cognitive, affective, and acquired behavioral tendencies to respond favorably or unfavorably to objects, situations, institutions, concepts, or individuals (Eagly & Chaiken, 2007). ...
This study analyzes and examines the factors influencing the intention to use loan facilities from formal financial institutions. This study was carried out quantitatively using the Structural Equation Modeling (SEM) method with the population of large chili farmers in 19 districts in Jember Regency as the region with the best large chili productivity in Indonesia. The results obtained from 116 respondents indicate that the construct of situational temptation does not affect subjective norms. In addition, formal financial institution financing positively affects attitudes toward behavior and subjective norm on intention to use loan facilities, but not on the perceived behavior. Meanwhile, the intention was positively influenced by attitude, subjective norm, and perceived behavior control. The factor with the most significant effect on the intention is perceived behavior control (t-statistics = 4.940). This shows that control of perceived behavior towards intention to use loan facilities from formal financial institutions has the most significant influence among other variables. Acknowledgment The authors would like to thank the Directorate of Research, Technology, and Community Service from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, which provided research grants, namely Higher Education Excellence Basic Research (Penelitian Dasar Unggulan Perguruan Tinggi/PDUPT) in 2022-2024.
... Diminishing bias requires awareness, constructive education and mentorship experiences, which in turn, requires compulsory comprehensive evidence-based health care education. Attitudes consist of 3 major constructs: affect, cognition and behavior (Eagly and Chaiken, 2007). Attitudes influence the care of PWD and nursing student's lack of intent to work with this population (Polikandrioti et al., 2020;Satchidanand et al., 2012;Temple and Mordoch, 2012;Werner and Grayzman, 2011). ...
Background:
People with disabilities (PWD) constitute 26 % of the U.S. population yet no nursing schools have compulsory clinical education specific to PWD. Inadequate education and negative attitudes lead to lack of preparedness for working with PWD. To meet the needs of this highly underserved population, nursing students need training and experience in the care of PWD.
Objective:
The objective of this paper is to report three themes from the qualitative evaluation of two immersive clinical experiences with PWD for undergraduate nursing students designed to evaluate competencies for working with PWD.
Design:
Curriculum evaluation using qualitative methods.
Methodology:
During and after the clinical experience, qualitative data (reflection papers, debriefing responses, and group interviews) were collected with a volunteer sample of senior nursing student participants of the clinical experiences with PWD. Thematic analysis was used to identify changes in students' attitudes, perceived competence, and motivation for working with PWD.
Findings:
Three major themes are reported in this paper: A positive shift in perspective of PWD (attitudes), impact of the experience on students' practice with PWD (comfort, confidence, awareness and motivation), and revelations from the experience (attitudes and resource awareness).
Conclusions:
A comprehensive immersive clinical experience caring for PWD provides a real-world laboratory with important experiential learning activities that help students acquire and apply knowledge about the healthcare needs of PWD. Reflection activities facilitate synthesis of that knowledge. Results from this study suggest that this clinical experience can transform students' attitudes toward PWD, enhance their clinical skills, and motivate them to consider a nursing career with this highly under-served population.
... Psychologically, attitude refers to a tendency to favor or disfavor assets to some extent and is in line with the way of thinking about inner tendency suggested by theorists (Eagly & Chaiken, 2007). ...
This study has four interrelated main objectives. First, to examine the distribution of the variables of nutrient content, water consumption, exercise goal, and exercise outcome expectation period. Second, to compare water consumption levels for each of the nutrient content and exercise goal variables. Third, to determine students' attitudes towards sports. Fourth, to evaluate the potential impact of the variables of nutrient content, exercise goal, expectation time after exercise, and level of water consumption on attitudes towards sports. 225 female university students participated voluntarily. Personal information form and attitudes scale towards sport were used as data collection tools. As a result, nutrient content, water consumption, exercise goal, and exercise outcome expectation period were examined separately within themselves, there was a statistically significant difference (p
... Essas definições tendem a enfatizar o julgamento avaliativo de um determinado assunto ou objeto social como central ao conceito de atitudes (Eagly & Chaiken, 2007;Maio et al., 2018). Ou seja, possuir uma atitude envolve tomar uma decisão de gostar ou não gostar, favorecer ou desfavorecer um determinado assunto, objeto ou pessoa. ...
PSICOLOGIA SOCIAL
Temas e teorias
Ana Raquel Rosas Torres
Marcus Eugênio Oliveira Lima
Elza Maria Techio
Leoncio Camino
Organizadores
3ª edição revisada e ampliada
Teachers’ attitudes are considered a relevant factor for the successful implementation of inclusive education. However, teachers often perceive the target group of learners with emotional and behavioral difficulties most critically. A German questionnaire measuring attitudes towards learners with externalizing behavior problems, evaluated with a substantial sample, is still missing. We developed such an instrument as part of the present study. The newly developed instrument was piloted with 454 teachers. In addition to the item analysis results, several factor analyses are presented and discussed. A three-factor structure fits the collected data best and showed satisfactory to good internal consistency. Convergent validity (attitudes toward the inclusive school system) is also adequate (.39 .58). In this study, attitudes toward learners with behavior problems could be measured reliably and validly. The questionnaire is available under an open license and can be used freely.
The issue of compulsory preschool education in the Czech Republic and Slovakia is a topical one as a result of the obligation to educate children prior to the start of basic school (primary education) being introduced over the past five years. The objective of the research whose results are presented in this study is to ascertain what attitude parents in the Czech Republic and Slovakia have in regard to the compulsory education of their children in the year prior to joining basic school. The research was based on two key concepts, specifically the obligation of educating children prior to joining basic school, and attitude as a relatively enduring evaluation of the object to which it relates. We used a scaled questionnaire of our own construction for data collection, administered via a web interface. In applying a Likert scale, a five-point scale was used, with statements separated into five dimensions. After validation, the research tool comprised 36 items. Convenience sampling was used to set up the research sample. Data collection was implemented in the Czech Republic and Slovakia, with the sample incorporating 337 respondents, each of whom had to have at least one child of preschool age. In processing the research data, both core statistical characteristics and a non-parametric Friedman Test were made use of. Calculations were made using the STATISTICA and SPSS programs. The surveyed parents assessed compulsory education a year prior to joining basic school as important, they did not see any exceptional change in the life of the family in the implementation of compulsory preschool education, and they appreciated its benefits for the future educational journey of their children. No fundamental differences were recorded between the attitudes of parents in the Czech Republic and Slovakia. The research also showed that it would be useful to look at parents who are not in the mainstream and their children who appear disadvantaged upon joining basic school through the approach of their parents for further research on this issue.
Objective:
The aim of this systematic review was to critically appraise and synthesise the existing research literature pertaining to nurses' attitudes toward pressure ulcer (PU) prevention.
Method:
The systematic review presented in our paper serves as an updated version of the definitive review conducted by Avsar et al. in 2019. Using systematic review methodology, we considered published quantitative studies focusing on nurses' attitudes toward PU prevention as measured using psychometric tests. The search was conducted in April 2022, using PubMed, CINAHL, Scopus, Cochrane and EMBASE databases, and returned 454 records, of which 35 met the inclusion criteria. Data were extracted using a pre-designed extraction tool and all included studies were quality appraised using the evidence-based librarianship (EBL) appraisal checklist.
Results:
In most studies, distinct measurement instruments were used for measuring nurses' attitudes toward the prevention of PUs: the Moore and Price Attitude Scale and the Attitude towards Pressure Ulcer Prevention Instrument (APuP). In this first update, the mean attitude score was 69% (±14%, range: 33.6-89%). A separate analysis of the new studies alone included in this first update (n=14) indicated a mean attitude score of 62.25% (±17.9%; median: 14%), suggesting a 10.75% lower mean attitude score. In total, 46% (n=16) yielded a score ≥75%. Conversely, Avsar et al. in 2019, 86% (n=18) of studies yielded positive attitude results. Studies from the Middle East show the lowest mean attitude score (mean 55%; ±15%; median 53%; n=9), with studies from Europe displaying the highest mean attitude score (mean 79%; ±6%; median 79%; n=12).
Conclusion:
The findings suggest that, overall, nurses are relatively positively disposed toward PU prevention. However, there are differences across continents. It is important to highlight also that the nurses have difficulties reflecting this positive attitude into actual preventative strategies.
Background: In the literature on stigma, authors often use self-stigma or internalized stigma interchangeably to refer to this type of stigma. This results in a lack of conceptual clarity with negative repercussions for measurement and intervention.
Aims: To identify how internalized stigma and self-stigma are conceptualized in people diagnosed with a mental disorder and establish similarities and differences between both concepts.
Method: A scoping review was conducted. Thirty-five studies that conceptualized internalized stigma or self-stigma were selected.
Results: It was identified that the concepts are defined from nine components, and there are more conceptualizations that have points in common than those that consider some component of their own. To gain conceptual clarity, the use of the term internalized stigma is recommended, being a process made up of stages: acceptance of stereotypes and prejudices by people with mental disorders and their subsequent internalization. The latter leads to negative consequences for those affected, which can be understood as the personal impact of this process, which has a crucial socio-cultural component. Lines of research are proposed to provide solidity to studies on this type of stigma. Conclusions: The term internalized stigma should be used when referring to the type of stigma that includes acceptance, internalization and personal impact for the subjects of the stigma. In contrast, self-stigma should be reserved to refer to stigma that is directed toward the ‘self’ and includes subtypes of stigma.
Keywords Internalized stigma, self-stigma, conceptualization, components
Inclusive education is one of the visions of the global agenda of “education for all.” It aligns with Sustainable Development Goal 4: “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all” (Harrington, 2016, p.30). The teacher’s attitude is one of the identified factors in the effective implementation of inclusive education. Hence, schools in the Philippines would require tools that measure the teachers’ attitudes toward inclusive education as they plan to accommodate inclusive education in their classrooms as mandated by Republic Act No. 11650: “Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act.” This study examined the theoretical model of the Teacher Attitude to Inclusion Scale (Monsen, Ewing, & Boyle, 2015), specifically section 4 of the scale: “Attitudes toward Inclusion,” through a cross-sectional, explanatory nonexperimental design utilizing both between-network and between-network construct validation approaches. The participants were 417 pre-service teachers from private and state-owned universities in Luzon, Visayas, and Mindanao, selected through convenience sampling. They completed two sets of measures online, the fourth section of the Teacher Attitude to Inclusion and the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). The results of within-network and between-network construct validation suggest the acceptability of the reduced 10-item of section 4 of the Teacher Attitude to Inclusion Scale among Filipino pre-service teachers. Based on confirmatory factor analysis, the data fit the three-factor structure (i.e., factors 1, 2, and 4) rather than the original four-factor structure suggesting within-network construct validity. Furthermore, the relationships between the TAIS and the TSES subscales were positively correlated, indicating the TAIS's between-network construct validity. Since this scale has been found to be psychometrically sound for Filipino pre-service teachers, it is recommended to consider extending this study by examining the applicability of this scale to in-service teachers.
El presente artículo realiza una revisión documental de 20 textos en los que se analizan las aportaciones más relevantes sobre el concepto de actitudes humanas desde el año 1908 hasta el 2020, con el objetivo de compilar y analizar la información existente sobre las diferentes perspectivas teóricas y metodológicas que han guiado la investigación en este campo, así como su evolución a lo largo del tiempo. Los resultados se dividen en dos apartados generales, el primero realiza una presentación cronológica del concepto de actitud y el segundo agrupa los aportes más representativos de cada autor abordado. Se concluye que las actitudes humanas constituyen un campo de estudio amplio y multidimensional con aplicaciones en diversas ciencias y disciplinas. Además, se observa que su conceptualización ha evolucionado junto con las modificaciones sociales y culturales a nivel global.
The present study is carried out on measuring the attitude of B.Ed Pupil teacher towards E-Leaning. Descriptive survey method was adopted for the study. For the purpose of present study all B.Ed. students of self Financed and government institutions of state and central universities of Varanasi constitute the population. A total no .of 100 students from central universities and state universities constitute the sample in which 50 students of B.Ed. of self financed and 50 students of government institutions of central and state universities are selected for the study. The sample will be selected by stratified random sampling technique. The mean of e learning score was found 294.The mean score suggests that B.Ed. pupil teachers possess good level of attitude towards e learning. The findings with reference to gender and type of school management does not show any significant difference whereas the finding w.r.t to locality came significant.
Bu araştırmanın amacı Türkçe öğretiminde tutum üzerine hazırlanmış lisansüstü tezleri çeşitli açılardan incelemektir. Nitel araştırma desenlerinden doküman incelemesi ile yürütülen araştırmanın veri setini 2006-2022 yılları arasında hazırlanmış, Yükseköğretim Kurulu Tez Merkezinde kayıtlı 100’ü yüksek lisans, 30’u doktora tezi olmak üzere toplam 130 lisansüstü tez oluşturmaktadır. Verilerin içerik analizi tekniği ile tahlil edildiği araştırmanın bulgularına göre Türkçe öğretiminde tutum konulu tezlerin en fazla 2019 (f=32) ve 2022 (f=25) yıllarında tamamlandığı, bu çalışmaların daha çok Dokuz Eylül Üniversitesi (f=10), Atatürk Üniversitesi (f=7), Gazi Üniversitesi (f=7), Kırıkkale Üniversitesi (f=6) ve Sakarya Üniversitesi (f=6) bünyesinde hazırlandığı belirlenmiştir. Yüksek lisans tezlerinde daha çok Doç. Dr. (f=43) ve Dr. Öğr. Üyesi (f=43), doktora tezlerinde ise Prof. Dr. (f=22) unvanına sahip akademisyenlerin danışmanlık yaptığı tespit edilmiştir. Konuyla ilgili tezlerin temel dil becerilerine göre dağılımında okuma (f=71) ve yazma (f=45) becerilerinin belirgin şekilde öne çıktığı görülürken tezlerde en fazla tercih edilen araştırma yöntemleri yarı deneysel model (f=51), tarama modeli (f=39) ve karma modeller (f=35) olmuştur. Araştırmalarda çalışma grubu olarak ortaokul (f=66) ve ilkokul (f=41) öğrencilerinin sıkça tercih edilmeleri, anahtar kelime sayısının genellikle 3 ila 5 arasında değişmesi çalışmada ortaya çıkan diğer bulgulardır.
Zusammenfassung
Der Zusammenhang von Einstellungen mit Verhaltensweisen gilt gemäß der Theorie des geplanten Verhaltens im Allgemeinen als gut belegt. Um untersuchen zu können, ob eine positive Einstellung zu einem inklusiven Schulsystem mit Verhaltensweisen zusammenhängt, welche die Umsetzung von Inklusion begünstigen, wurde eine Professionsunabhängige Einstellungsskala zum Inklusiven Schulsystem (PREIS) mit 14 Items entwickelt. In diesem Beitrag wird für die Kurzskala (PREIS-K) mit kurzer Instruktion und 6 Items geprüft, ob die eindimensionale Faktorenstruktur, die Messäquivalenz zwischen Personengruppen und die konvergente Validität weiterhin gegeben sind. N = 1038 Lehrkräfte und N = 1438 Eltern beantworteten im Rahmen einer nationalen Vergleichsstudie zur Inklusion in der Sekundarstufe die PREIS‑K. Ein Bifaktor-Modell mit Berücksichtigung eines Methodenfaktors für positiv und negativ formulierte Items passt besser zu den Daten als ein Einfaktor-Modell. Die Messinvarianz zwischen Lehrkräften und Eltern ist auf skalarer Ebene gegeben, innerhalb der Lehrkräfte (zwischen sonderpädagogischen und allgemeinen Lehrkräften) kann sogar von residualer Messinvarianz ausgegangen werden. Positive hypothesenkonforme Korrelationen mit konvergenten Variablen sind nachweisbar. Insgesamt ermöglicht die PREIS‑K eine valide und ökonomische Überprüfung der Einstellungen zu einem inklusiven Schulsystem. Vergleiche der Einstellungen von Personengruppen sind mit der PREIS‑K möglich. Aufgrund ihrer Kürze sowie den bereits durchlaufenen ministeriellen Genehmigungsverfahren eignet sich die PREIS‑K auch für groß angelegte Vergleichs- und Längsschnittstudien.
Audio recording interviews, focus groups, and naturally occurring interactions have been utilised by social researchers for decades. Yet, the use of audio recordings as a tool to elicit participant responses has received less attention in social science research. This is despite heightened interest in non-traditional techniques such as the use of visual methodologies, and arts-based methods. In this article, I describe how I advanced a known method, vignettes, into an audio narrative to explore perceptions of sex work. This article reports on the methodological rationale for the novel use of audio vignettes, and the capacity they have for memory retrieval, eliciting reflections on lived experiences, and for providing richer attitudinal data. By drawing on ‘accessibility theory’, this article argues that audio vignettes are a powerful elicitor of attitudes. Furthermore, I claim that audio methods as I define them, can enhance the social scientists’ toolkit and that, what I term ‘audio sociology’ needs further development.
Public library storytimes provide rich learning opportunities for young children and their caregivers, yet little is known about how inclusive they are for children with disabilities and developmental delays (CwD/DD). The purpose of this study was to identify and describe ways that librarians support the inclusion of CwD/DD and their caregivers in storytime programs. We conducted semi-structured interviews with 34 librarians who provide storytime programs in public libraries in three states and analyzed them using iterative and inductive coding processes. Findings indicate that librarians are aware of the acute need to support diverse populations within their service communities and are collectively using a wide range of accommodations and strategies to facilitate their inclusion. However, on an individual level, they feel under-equipped to do so. Findings from this study highlight the need for further training and raise important questions regarding the equity of storytime programs for children with invisible disabilities, the potential reduction of diversity within storytime programs, and the potential value of establishing formal avenues of knowledge sharing.
h i g h l i g h t s Ethiopian teachers show a moderate positive attitude towards the teaching profession. Planned policy initiatives and piecemeal interventions can bring attitudinal change. The three attitudinal responses have positive strong correlations. The paper gives insight into the Ethiopian system of education. The Ethiopian modern education is not contextualized with the realities of the country. a b s t r a c t The purpose of this study was to investigate the attitude of Ethiopian teachers towards the teaching profession in secondary schools. We used a questionnaire to collect data from 404 teachers, the results of which indicate that 62.6% of the teachers had a moderate positive attitude towards their profession. The cognitive, affective, and behavioral responses had a positive correlation with each other. The findings also indicate that gender, age, qualifications, and teaching experience did not affect the attitude of teachers. We suggest further study to examine whether the teachers have a different attitude elsewhere and the impact of policy initiatives on teachers' attitudes towards their profession.
Kebutuhan akan tenaga kerja yang berpengetahuan, terampil dan berkompeten tinggi merupakan tuntutan industri saat ini dan masa depan. Rangkaian persyaratan kerja menuju 4IR yang dibangun merupakan daftar kapabilitas yang meliputi aspek pengetahuan, keterampilan dan perilaku yang sejalan dengan perkembangan pekerjaan dalam membentuk kompetensi kerja yang sesuai di Malaysia. Ini digambarkan sebagai seperangkat kompetensi setelah 4IR yang perlu diterapkan oleh siswa untuk memastikan mereka berjuang menjadi pekerja kamp Iran. Perkembangan teknologi ini perlu disesuaikan di sektor industri dalam memastikan ekonomi suatu negara berkembang pesat. Merujuk pada kajian yang telah dilakukan, syarat pemenuhan kehendak industri melibatkan tindakan dan upaya universitas dalam memenuhi apa yang dibutuhkan industri untuk membina kelompok mahasiswa sebelum mereka bekerja di industri. Kajian ini mengkaji unsur, konstruk dan sub konstruk melalui pendekatan kualitatif. Data yang diperoleh telah melalui proses analisis tematik dan telah membentuk perangkat kompetensi kerja yang memiliki empat konstruk, enam sub konstruk dan 63 elemen. Oleh karena itu, untuk memastikan keterpercayaan perangkat kompetensi kerja terhadap 4IR yang diperoleh, telah dilakukan analisis Kappa. Analisis bertujuan untuk mendapatkan kredibilitas dengan melibatkan sekelompok ahli yang ditunjuk untuk menentukan konstruk dan sub konstruk yang sesuai. Hasil analisis menunjukkan bahwa diperoleh nilai persetujuan kappa yang tinggi meliputi konstruk kompetensi fungsional dengan nilai kappa 0,78, perilaku dengan nilai kappa 0,85. Untuk konstruk perubahan teknologi dan kompetensi transdisiplin dengan nilai kappa masing-masing 0,70 dan 0,62 menunjukkan nilai kesepakatan kappa sederhana.
The COVID-19 pandemic has caused unforgiving disruptions in public education all over the world and brought about coercions of fragmentation in society. In Bhutan too, the continuity of education and learning has been greatly affected as a result of the closure of schools and the imposition of public restrictions and health protocols following the COVID-19 pandemic. E-learning was adopted hurriedly in the country to provide continuous education amid the pandemic lockdown. Therefore, to foresee the acceptance and applicability of e-learning in Bhutanese classrooms, this study focused on examining high school students' attitudes towards e-learning and their preference between classroom learning and online learning. Adopting the simple random sampling technique, 101 high school students who were exposed to e-learning for almost two years were selected as study samples. A purposive sampling technique with preceding information relevant to the study was used to select the sample school. A mixed methods approach was adopted to assemble the data. Grounded theory coding systems, descriptive and inferential statistics were used to analyze the data. The result of the quantitative data revealed that more than fifty percent of the student participants showed a positive attitude towards e-learning. It was revealed that not only perceived usefulness and perceived ease of use influenced the students' favorable attitude towards e-learning but also accessibility to ICT gadgets in their daily lives incurred a positive impact on it. On the contrary, the lack of in-person interaction, the tediousness of prolonged online lessons, and distraction by the play apps were some of the aspects that contributed to having an unfavorable attitude towards e-learning. The result from qualitative data revealed that most of the students preferred classroom learning over online learning based on different motives like classroom learning being more reliable, has in-person interactions, and their prolonged exposure to the classroom approach, which is more realistic. The findings from the study can be handy for curriculum developers, school administrators, and educators while making decisions on the adoption of e-learning.
This experiment examined the reasoning process by which novel attitudes are deduced from existing evaluations. Participants deduced an attitude toward a specific news item (concerning penal reform or sex discrimination) from existing attitudes on more general issues (capital punishment or equal rights for women and men, respectively) by spontaneously accessing the general attitude and generating thoughts about the news items that supported their evaluations on the general issue. Furthermore, participants engaged in this reasoning process only when: (a) their general attitudes were structurally consistent and provided a coherent basis for thinking about the new issue, and (b) the news item was framed to be directly relevant to the broader issue.
Most theories treat attitudes as enduring evaluative tendencies; the dispositional focus enjoys intuitive appeal because it is compatible with observers’ preference for dispositional explanations (aka fundamental attribution error). From the actor’s perspective, evaluation stands in the service of action. Any adaptive system of evaluation needs to be highly sensitive to the specifics of the present, turning deplorable “context dependency” into laudable “context sensitivity.” Attitude construal theories conceptualize the context sensitivity of evaluative judgment and provide a parsimonious account of core findings of the attitude literature without assuming enduring dispositions; their assumptions are compatible with theories of situated cognition.
Analyzed data on the job satisfaction of over 5,000 45–59 yr old males to investigate the dispositional argument that job attitudes are consistent within individuals, showing stability both over time and across situations. Data were collected longitudinally over multiple waves, with the majority of the sample assessed on job satisfaction during 1966, 1969, and 1971. Results show significant stability of attitudes over a 5-yr time period and significant cross-situational consistency when individuals changed employers and/or occupations. Prior attitudes were also a stronger predictor of subsequent job satisfaction than either changes in pay or the social status of the job. Implications of these results for developing dispositional theories of work behavior are discussed, along with possible implications for popular situational theories (e.g., job design, social information processing). (40 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this chapter, we consider the social nature of attitudes. Our focus differs from the other chapters in this book, which instead emphasize intra-individual attitudinal processes in settings that involve only limited social interaction. In social influence paradigms, attitudes typically are studied in relatively rich social settings that implicate interaction with others. When influence is social, people not only are interested in understanding reality--the prominent motive studied in message-based persuasion research, but also are oriented to relate to others and to adopt a favored self-view. People also might be concerned about the consistency of their attitudes with others, and we briefly consider this motive after discussing how people strive to understand, relate, and be themselves in influence settings. In conducting the present review, we were struck by how much people's responses to social influence appear to be goal directed and how closely these goals fit a small set of motives. A recurring theme throughout the chapter is the ways in which people use information provided by others, especially information from a consensus of others, in order to achieve social and informational goals. Social consensus refers to the agreed-upon judgments, feelings, and actions of a significant group, typically a majority of others. The chapter is structured so that, after reviewing the motives in influence settings that orient people to consider consensus views, we then evaluate the information-processing mechanisms that underlie social influence. Then, as examples of how people respond to consensus, we consider research on group polarization and minority influence. We also consider the dynamics of influence processes, especially the determinants and consequences of changing consensual views within a group. A dynamic account of the give and take that occurs as group members exert influence on each other raises issues of larger-scale societal and cultural factors in social influence. Our discussion of these societal factors concludes with a critical analysis of contemporary research on social influence and its historical roots. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
How we think about the representation of attitudes has a profound impact on how we think about attitudes themselves, attitude change, and the attitude-behavior relationship. In this article, we briefly review the model of attribute representation in a distributed, connectionist memory system, which portrays attitudes as time-dependent states of the system rather than as static "things" that are "stored" in memory. This model is particularly well-suited to addressing some of the field's most pressing questions about the multiplicity of attitudes and their stability (or instability) over time. We address several of these questions from the distributed, connectionist perspective, concluding that the new model renders some questions meaningless, suggests straightforward answers to others, and hints at exciting new hypotheses about the answers to still others.
Historical developments regarding the attitude concept are reviewed, and set the stage for consideration of a theoretical perspective that views attitude, not as a hypothetical construct, but as evaluative knowledge. A model of attitudes as object-evaluation associations of varying strength is summarized, along with research supporting the model's contention that at least some attitudes are represented in memory and activated automatically upon the individual's encountering the attitude object. The implications of the theoretical perspective for a number of recent discussions related to the attitude concept are elaborated. Among these issues are the notion of attitudes as "constructions," the presumed malleability of automatically-activated attitudes, correspondence between implicit and explicit measures of attitude, and postulated dual or multiple attitudes.
Fazio, Sanbonmatsu, Powell, and Kardes (1986) demonstrated that Ss were able to evaluate adjectives more quickly when these adjectives were immediately preceded (primed) by attitude objects of similar valence, compared with when these adjectives were primed by attitude objects of opposite valence. Moreover, this effect obtained primarily for attitude objects toward which Ss were presumed to hold highly accessible attitudes, as indexed by evaluation latency. The present research explored the generality of these findings across attitude objects and across procedural variations. The results of 3 experiments indicated that the automatic activation effect is a pervasive and relatively unconditional phenomenon. It appears that most evaluations stored in memory, for social and nonsocial objects alike, become active automatically on the mere presence or mention of the object in the environment.
The genetic basis of individual differences in attitudes was examined in a survey of 195 pairs of monozygotic twins and 141 pairs of same-sex dizygotic twins. A principal components analysis of the 30 attitude items in the survey identified 9 attitude factors, of which 6 yielded significant heritability coefficients. Nonshared environmental factors accounted for the most variance in the attitude factors. Possible mediators of attitude heritability were also assessed, including personality traits, physical characteristics, and academic achievement. Analyses showed that several of these possible mediators correlated at a genetic level with the heritable attitude factors, suggesting that the heritability of the mediator variables might account for part of the heritable components of some attitudes. There was also some evidence that highly heritable attitudes were psychologically "stronger" than less heritable attitudes.
Behavioral scientists have long sought measures of important psychological constructs that avoid response biases and other problems associated with direct reports. Recently, a large number of such indirect, or "implicit," measures have emerged. We review research that has utilized these measures across several domains, including attitudes, self-esteem, and stereotypes, and discuss their predictive validity, their interrelations, and the mechanisms presumably underlying their operation. Special attention is devoted to various priming measures and the Implicit Association Test, largely due to their prevalence in the literature. We also attempt to clarify several unresolved theoretical and empirical issues concerning implicit measures, including the nature of the underlying constructs they purport to measure, the conditions under which they are most likely to relate to explicit measures, the kinds of behavior each measure is likely to predict, their sensitivity to context, and the construct's potential for change.
The authors argue that the Implicit Association Test (IAT; A.G. Greenwald, D.E. McGhee, & J.L.K. Schwartz, 1998) can be contaminated by associations that do not contribute to one's evaluation of an attitude object and thus do not become activated when one encounters the object but that are nevertheless available in memory. The authors propose a variant of the IAT that reduces the contamination of these "extrapersonal associations." Consistent with the notion that the traditional version of the IAT is affected by society's negative portrayal of minority groups, the "personalized" IAT revealed relatively less racial prejudice among Whites in Experiments 1 and 2. In Experiments 3 and 4, the personalized IAT correlated more strongly with explicit measures of attitudes and behavioral intentions than did the traditional IAT. The feasibility of disentangling personal and extrapersonal associations is discussed.
This article describes a 2-systems model that explains social behavior as a joint function of reflective and impulsive processes. In particular, it is assumed that social behavior is controlled by 2 interacting systems that follow different operating principles. The reflective system generates behavioral decisions that are based on knowledge about facts and values, whereas the impulsive system elicits behavior through associative links and motivational orientations. The proposed model describes how the 2 systems interact at various stages of processing, and how their outputs may determine behavior in a synergistic or antagonistic fashion. It extends previous models by integrating motivational components that allow more precise predictions of behavior. The implications of this reflective-impulsive model are applied to various phenomena from social psychology and beyond. Extending previous dual-process accounts, this model is not limited to specific domains of mental functioning and attempts to integrate cognitive, motivational, and behavioral mechanisms.
The authors argue that implicit measures of social cognition do not reflect only automatic processes but rather the joint contributions of multiple, qualitatively different processes. The quadruple process model proposed and tested in the present article quantitatively disentangles the influences of 4 distinct processes on implicit task performance: the likelihood that automatic bias is activated by a stimulus; that a correct response can be determined; that automatic bias is overcome; and that, in the absence of other information, a guessing bias drives responses. The stochastic and construct validity of the model is confirmed in 5 studies. The model is shown to provide a more nuanced and detailed understanding of the interplay of multiple processes in implicit task performance, including implicit measures of attitudes, prejudice, and stereotyping.
A central theme in recent research on attitudes is the distinction between deliberate, "explicit" attitudes and automatic, "implicit" attitudes. The present article provides an integrative review of the available evidence on implicit and explicit attitude change that is guided by a distinction between associative and propositional processes. Whereas associative processes are characterized by mere activation independent of subjective truth or falsity, propositional reasoning is concerned with the validation of evaluations and beliefs. The proposed associative-propositional evaluation (APE) model makes specific assumptions about the mutual interplay of the 2 processes, implying several mechanisms that lead to symmetric or asymmetric changes in implicit and explicit attitudes. The model integrates a broad range of empirical evidence and implies several new predictions for implicit and explicit attitude change.
An evolved module for fear elicitation and fear learning with 4 characteristics is proposed. (a) The fear module is preferentially activated in aversive contexts by stimuli that are fear relevant in an evolutionary perspective. (b) Its activation to such stimuli is automatic. (c) It is relatively impenetrable to cognitive control. (d) It originates in a dedicated neural circuitry, centered on the amygdala. Evidence supporting these propositions is reviewed from conditioning studies, both in humans and in monkeys; illusory correlation studies; studies using unreportable stimuli; and studies from animal neuroscience. The fear module is assumed to mediate an emotional level of fear learning that is relatively independent and dissociable from cognitive learning of stimulus relationships.
Evaluated the validity of a prevalent model of attitude structure that specifies 3 components: affect, behavior, and cognition. Five conditions needed for properly testing the 3-component distinction were identified. Consideration of the tripartite model's theoretical basis indicated that the most important validating conditions are (a) the use of nonverbal, in addition to verbal, measures of affect and behavior; and (b) the physical presence of the attitude object. Study 1--in which 138 undergraduates attitudes toward snakes were examined, through the use of measures such as the Mood Adjective Check List, semantic differential, and distance of approach--indicated very strong support for this tripartite model. The model was statistically acceptable, its relative fit was very good, and the intercomponent correlations were moderate. Study 2, with 105 Ss, was a verbal report analog of Study 1. Results from Study 2 indicate that higher intercomponent correlations occurred when attitude measures derived solely from verbal reports and when the attitude object was not physically present. (74 ref) ((c) 1997 APA/PsycINFO, all rights reserved).
The present article provides an analysis of the attitude construct from the perspective of the Associative-Prepositional Evaluation Model (APE Model). It is argued that evaluative responses should be understood in terms of their underlying mental processes: associative and propositional processes. Whereas associative processes are characterized by mere activation, independent of subjective truth or falsity, propositional reasoning is concerned with the validation of evaluations and beliefs. Associative processes are claimed to provide the basis for primitive affective reactions; propositional processes are assumed to form the basis for evaluative judgments. Implications of this conceptualization for a variety of questions are discussed, such as automatic features of attitudes, processes of attitude formation and change, attitude representation in memory, context-sensitivity and stability of attitudes, and the difference between personal and cultural evaluations.
Verplanken, Hofstee, and Janssen (1998) found that the affective component of attitude is accessed more readily than the cognitive. Three studies further examined these findings in the light of two competing explanations: affective primacy, which states that emotional material is inherently more accessible than cognitive; and evaluative primacy, which states that emotional material is more accessible only if it is inherently more evaluative or supports the overall evaluative basis of attitude. Study 1 measured the accessibility of cognitive and affective traits while equalizing the evaluative nature of these traits. This study found a speed advantage for affective traits, but the attitude objects in this study turned out to be mainly affectively based. Studies 2 and 3, using a mixture of affectively and cognitively based objects, found that the speed advantage for affective terms was only found among affectively based objects; Study 3 also found a speed advantage for cognitive terms among cognitively based objects, and additionally found that individual differences in attitude basis explained part of this interaction. Collectively, these studies show that while affective material may be accessed more quickly than cognitive, this is most true when overall evaluation is based on affect rather than cognition. Copyright © 2004 John Wiley & Sons, Ltd.
Three experiments examined the sequence of cognitive processes that mediate the impact of a persuasive message on behavioral decisions. When participants could concentrate on the message content, they first estimated the likelihood of each behavioral outcome described in the message and then evaluated its desirability. They later used these outcome-specific beliefs and evaluations to compute an overall attitude toward the behavior, which influenced their behavioral intentions and their actual behavioral decisions. When participants were distracted from thinking carefully about the message content, they were more likely to use the message-relevant affect they were experiencing as a basis for their attitudes toward the behavior; these attitudes influenced their estimates of the likelihood and desirability of the behavior’s outcomes. Giving participants more time to think about the implications of the message eliminated the effects of distraction on the impact of argument strength and decreased the influence of the affect they were experiencing.
Political democracy assumes that citizens can form consistent political attitudes that guide their political actions, thereby communicating political preferences to elites. Responding to the longstanding debate about the democratic competence of the U.S. mass public, we use a multitiered framework of opinion formation to describe the structure of mass opinion, showing that the mass public displays relatively consistent responses across multiple issues and uses these to evaluate presidential candidates. Confirmatory factor analysis allows us to examine multiple models of political attitudes, showing the best fit to be three positively correlated general orientations for economic, social, and racial issues. We find no significant racial or educational differences in the structuring of these attitudes but some evidence of “race-coding” of economic issues and class differences in levels of support for economic and social liberalism. Liberal/conservative self-identification operates as a basic structuring principle for organizing these general orientations with liberals and conservatives assigning different salience to specific issues. These general political orientations, in turn, influence presidential evaluations net of party loyalties. Although the mass public may not be ideologically sophisticated, it is “deliberative and reasonable” in its political thinking and, in this sense, democratically competent.
This experiment examined the reasoning process by which novel attitudes are deduced from existing evaluations. Participants deduced an attitude toward a specific news item (concerning penal reform or sex discrimination) from existing attitudes on more general issues (capital punishment or equal rights for women and men, respectively) by spontaneously accessing the general attitude and generating thoughts about the news items that supported their evaluations on the general issue. Furthermore, participants engaged in this reasoning process only when: (a) their general attitudes were structurally consistent and provided a coherent basis for thinking about the new issue, and (b) the news item was framed to be directly relevant to the broader issue.
Excerpts available on Google Books (see link below). For more information, go to publisher's website : http://www.routledge.com/books/details/9780805822335/
Applies a theory of information integration to attitudes and social judgments, based on a principle of information integration. Exact tests based on analysis of variance are given for 4 applications of a simple but general algebraic model of judgment, and these applications are reconsidered under the further restriction imposed by the averaging hypothesis. Qualitative comparisons are made to several other theories of attitude change. Molar and molecular analyses of communication structure are considered briefly and the analysis of inconsistency resolution within integration theory is discussed. It is concluded that integration theory has had reasonable success in the areas of learning, perception, judgment, decision making, and personality impressions, as well as attitude change. It may thus provide a beginning to a unified general theory. (6 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
proposes a conceptualization of attitude strength that links strength to a basic understanding of attitude itself / begin by giving a definition of attitude, which leads directly to an interpretation of attitude strength as a structural variable / the consequence of attitude strength that we emphasize is resistance to change: strong attitudes do not readily change / this principle may appear simple, but it camouflages an underlying psychology of some complexity—specifically, a set of mechanisms by which people resist change / argue that the likelihood that particular mechanisms appear depends not merely on attitude strength, but on the particular structural configuration that underlies an attitude's strength / however, resistance to change is not the only important consequence of attitude strength / strong attitudes are also relatively persistent over time and predictive of overt behavior, and they exert selective effects on information processing
provides an integrative theory of attitude strength and its several consequences by means of [an intra and inter] structural interpretation of strength and the treatment of resistance as strength's critical consequence
techniques by which strong attitudes are changed (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book is designed for the teacher and the student who are primarily interested in the science of psychology as a systematic, interpretive account of human behavior and who are interested in applying the science of psychology to current social issues. In attempting to meet these requirements the authors have not found it necessary to keep two sets of readers in mind or to treat the subject matter of this book from two points of view. The basic guiding principle has been that a theoretically sound social psychology is also a practically valid and immediately useful social psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Is there a difference between believing and merely understanding an idea? R. Descartes (e.g., 1641 [1984]) thought so. He considered the acceptance and rejection of an idea to be alternative outcomes of an effortful assessment process that occurs subsequent to the automatic comprehension of that idea. This article examined B. Spinoza's (1982) alternative suggestion that (1) the acceptance of an idea is part of the automatic comprehension of that idea and (2) the rejection of an idea occurs subsequent to, and more effortfully than, its acceptance. In this view, the mental representation of abstract ideas is quite similar to the mental representation of physical objects: People believe in the ideas they comprehend, as quickly and automatically as they believe in the objects they see. Research in social and cognitive psychology suggests that Spinoza's model may be a more accurate account of human belief than is that of Descartes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
summarize research showing that attitudes relatively high in evaluative-cognitive consistency behave the way attitude theorists and researchers expect strong attitudes to behave / discuss evidence suggesting that such attitudes are strong because they are accompanied by a well-organized set of supporting cognitions that mutes the change impact of new counterattitudinal information and that also enables their possessors to actively refute such information / summarize data indicating that evaluative-cognitive consistency is not reducible to other common indicators of attitude strength
[addresses] evaluative-affective consistency / it refers to the degree of consistency that exists between people's overall evaluations of attitude objects and the evaluative meaning of the emotions, feelings, moods, and sympathetic nervous system activity they experience in relation to these objects / suggest that simultaneous consideration of evaluative-cognitive and evaluative-affective consistency provides a means of diagnosing the cognitive vs affective basis of people's attitudes, and that knowledge of an attitude's structural basis is crucial to understanding the concept of attitude strength / charts the theoretical and empirical road that led to these ideas (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Political democracy assumes that citizens can form consistent political attitudes that guide their political actions, thereby communicating political preferences to elites. Responding to the longstanding debate about the democratic competence of the U.S. mass public, we use a multitiered framework of opinion formation to describe the structure of mass opinion, showing that the mass public displays relatively consistent responses across multiple issues and uses these to evaluate presidential candidates. Confirmatory factor analysis allows us to examine multiple models of political attitudes, showing the best fit to be three positively correlated general orientations for economic, social, and racial issues. We find no significant racial or educational differences in the structuring of these attitudes but some evidence of “race-coding” of economic issues and class differences in levels of support for economic and social liberalism. Liberal/conservative self-identification operates as a basic structuring principle for organizing these general orientations with liberals and conservatives assigning different salience to specific issues. These general political orientations, in turn, influence presidential evaluations net of party loyalties. Although the mass public may not be ideologically sophisticated, it is “deliberative and reasonable” in its political thinking and, in this sense, democratically competent.
We examined the inXuence of extrapersonal associations (Olson & Fazio, 2004)—associations that neither form the basis of the attitude nor become activated automatically in response to the object—on the Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998) by experimentally creating both attitudes and extrapersonal associations. The results revealed that participants who were given extrapersonal information that was inconsistent with their own attitudes were aVected by this information when they later performed an IAT. They exhibited signiWcantly reduced IAT scores compared to participants who were provided attitude–consistent extrapersonal information. This attenuation of the IAT eVect occurred despite the fact that participants rated the source of the atti-tude–inconsistent extrapersonal information as irrational and foolish. On the other hand, the extrapersonal associations did not inXuence a subliminal priming measure in Experiment 1, nor a personalized version of the IAT (Olson & Fazio, 2004) in Experiment 2. These measures proved sensitive to the attitude, regardless of the congruency of the extrapersonal information.
In three studies we examined the assumption that attitudes can be based on a stable structure of individually important attributes. In the first study we examined if people are able to adequately determine what the attributes are that underlie their attitude by relating meta-attitudinal measures to more operative measures of attribute importance. The results of the operative measures corroborate the subjective ratings of importance. In the second study we examined the associative strength between the individually important attributes and the attitude object. Results indicate that priming participants with individually important attributes leads to facilitation of the overall attitudinal response, as opposed to priming them with less important attributes. This suggests a bottom-up process underlying attitude judgment. The third study shows that attitude strength can play a moderating role in this respect. Implications for research on attitude structure are discussed.
When viewed in the aggregate, studies of the longitudinal consistency of intelligence, personality traits and self-opinion (self-esteem, life satisfaction etc.) show a hierarchy of consistency. Uncorrected retest coefficients over periods of 6 months to 50 yr are analyzed as the product of period-free reliability (R) and the true stability of the construct (sn, where s is the coefficient of annual stability and n the number of years of the retest interval). The annual stabilities of intelligence, personality traits and self-opinions are estimated as 0.99, 0.98 and 0.94, respectively. While intelligence and personality may be regarded as relatively stable characteristics over the length of the adult lifespan, self-opinion has little stability over periods of more than 10 yr. The hierarchy of consistency should be taken into account in causal models of human development. Although self-opinion is not a longitudinally-stable characteristics, it may still be predicted over long periods of time by higher-order constructs such as personality traits and intelligence.
Affect is considered by most contemporary theories to be postcognitive,
that is, to occur only after considerable cognitive operations have
been accomplished. Yet a number of experimental results on preferences,
attitudes, impression formation, and decision making, as well as
some clinical phenomena, suggest that affective judgments may be
fairly independent of, and precede in time, the sorts of perceptual
and cognitive operations commonly assumed to be the basis of these
affective judgments. Affective reactions to stimuli are often the
very first reactions of the organism, and for lower organisms they
are the dominant reactions. Affective reactions can occur without
extensive perceptual and cognitive encoding, are made with greater
confidence than cognitive judgments, and can be made sooner. Experimental
evidence is presented demonstrating that reliable affective discriminations
(likedislike ratings) can be made in the total absence of recognition
memory (oldnew judgments). Various differences between judgments
based on affect and those based on perceptual and cognitive processes
are examined. It is concluded that affect and cognition are under
the control of separate and partially independent systems that can
influence each other in a variety of ways, and that both constitute
independent sources of effects in information processing. (139 ref)
(PsycINFO Database Record (c) 2009 APA, all rights reserved)
Discusses R. S. Lazarus's (see PA, Vols 69:11728 and 25:2812) challenge
of the view that there are circumstances under which affect precedes
cognition and that affective arousal that does not entail prior cognitive
appraisal exists. His argument, however, is based entirely on an
arbitrary definition of emotion that requires cognitive appraisal
as a necessary precondition. To satisfy this concept of emotion,
Lazarus has broadened the definition of cognitive appraisal to include
even the most primitive forms of sensory excitation, thus obliterating
all distinction among cognition, sensation, and perception. No empirical
evidence is offered to document the principle of cognitive appraisal
as a necessary precondition for emotional arousal. It is concluded
that the contrasting view of an affective primacy and independence
is derived from a series of findings and phenomena, including the
existence of neuroanatomical structures allowing for independent
affective process. (56 ref) (PsycINFO Database Record (c) 2008
APA, all rights reserved)
A scattering of recent research has studied the current political beliefs and attitudes of individuals identified as “1960s
activists.” In contrast to much of the treatment accorded such people in the popular media, this research tends to find most
of these activists currently liberal on a wide variety of political topics. However, in the absence of panel data, most of
this research has had to assess any change in the activists' attitudes either by assuming the activists' past positions or
by trusting to their retrospective reports.
In this paper we report on panel data from a large group of white activists, mostly students, who spent the summer of 1965
organizing voter registration drives in Southern black communities. In some specific areas on which the activists tended to
hold rather extreme positions in 1965, they may have moderated by 1984. However, their overall pattern of response on a wide
variety of issues is basically stable over this twenty-year period.
Social behavior is ordinarily treated as being under conscious (if not always thoughtful) control. However, considerable evidence now supports the view that social behavior often operates in an implicit or unconscious fashion. The identifying feature of implicit cognition is that past experience influences judgment in a fashion not introspectively known by the actor. The present conclusion--that attitudes, self-esteem, and stereotypes have important implicit modes of operation--extends both the construct validity and predictive usefulness of these major theoretical constructs of social psychology. Methodologically, this review calls for increased use of indirect measures--which are imperative in studies of implicit cognition. The theorized ordinariness of implicit stereotyping is consistent with recent findings of discrimination by people who explicitly disavow prejudice. The finding that implicit cognitive effects are often reduced by focusing judges' attention on their judgment task provides a basis for evaluating applications (such as affirmative action) aimed at reducing such unintended discrimination.
An implicit association test (IAT) measures differential association of 2 target concepts with an attribute. The 2 concepts appear in a 2-choice task (2-choice task (e.g., flower vs. insect names), and the attribute in a 2nd task (e.g., pleasant vs. unpleasant words for an evaluation attribute). When instructions oblige highly associated categories (e.g., flower + pleasant) to share a response key, performance is faster than when less associated categories (e.g., insect & pleasant) share a key. This performance difference implicitly measures differential association of the 2 concepts with the attribute. In 3 experiments, the IAT was sensitive to (a) near-universal evaluative differences (e.g., flower vs. insect), (b) expected individual differences in evaluative associations (Japanese + pleasant vs. Korean + pleasant for Japanese vs. Korean subjects), and (c) consciously disavowed evaluative differences (Black + pleasant vs. White + pleasant for self-described unprejudiced White subjects).
Two studies related attribute importance to accessibility and speed of judgment. Attitudes were assessed by a direct attitude measure and a modal set of 15 attributes. Attributes were rated in terms of their probability and desirability. Subsequently, participants were required to select the five attributes they considered to be most important. Results of Study 1 (dealing with attitudes towards condom use) show that individually selected, important attributes are more easily retrieved and judged faster than non-selected, less important attributes. Judging attributes took less time than evaluating one's overall attitude, suggesting a bottom-up process in which the various attributes are combined to form an overall attitude. Study 2 (dealing with attitudes towards smoking) extends these findings and also addresses the stability of attitude structure. Important attributes were again associated with reduced response times, and attribute-related judgments took less time than judging one's overall attitude. Accessibility of important attributes remained stable over time as indicated by the results of a lexical decision task one week later. Finally, important attributes were also recalled better than less important attributes. Implications for research on attitude structure are discussed.
This article discusses a recurrent connectionist network, simulating empirical phenomena usually explained by current dual-process approaches of attitudes, thereby focusing on the processing mechanisms that may underlie both central and peripheral routes of persuasion. Major findings in attitude formation and change involving both processing modes are reviewed and modeled from a connectionist perspective. We use an autoassociative network architecture with a linear activation update and the delta learning algorithm for adjusting the connection weights. The network is applied to well-known experiments involving deliberative attitude formation, as well as the use of heuristics of length, consensus, expertise, and mood. All these empirical phenomena are successfully reproduced in the simulations. Moreover, the proposed model is shown to be consistent with algebraic models of attitude formation (Fishbein & Ajzen, 1975). The discussion centers on how the proposed network model may be used to unite and formalize current ideas and hypotheses on the processes underlying attitude acquisition and how it can be deployed to develop novel hypotheses in the attitude domain.