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  • 1. Chapter 5 Motivation and Emotion: Driving Consumer Behavior BABIN / HARRIS © 2009 South-Western, a division of Cengage Learning.
  • 2. Motivations
    • The inner reasons or driving forces behind human action as consumers are driven to address real needs.
    • Human motivations are oriented toward two key groups of behavior:
      • Homeostasis – the body naturally reacts in a way so as to maintain a constant, normal blood stream.
      • Self-improvement – changing one’s current state to a level that is more ideal.
    © 2009 South-Western, a division of Cengage Learning . 5- LO 1
  • 3. Exhibit 5.1: An Illustration of Consumer Motivations According to Maslow’s Hierarchy © 2009 South-Western, a division of Cengage Learning . 5- LO 2
  • 4. Exhibit 5.2: Utilitarian and Hedonic Motivations Lead to Consumer Behaviors © 2009 South-Western, a division of Cengage Learning . 5- LO 2 Eating Lunch Driving Shopping Air Freshener Gift Giving
  • 5.
    • Melanie exercises almost every day. She is motivated by changing her current state of fitness to a level that is more ideal. Which group of motivation behavior does this describe?
      • A. self-improvement
      • B. homeostasis
      • C. self-actualization
      • D. hierarchy of effects
      • E. esteem
    © 2009 South-Western, a division of Cengage Learning . 5-
  • 6. © 2009 South-Western, a division of Cengage Learning . 5- Harriet and her daughter go shopping just for the fun of it. They are not necessarily looking for a specific product, they just like being together looking at the products. Which motivation does this illustrate? a. physiological b. utilitarian c. hedonic d. end-state e. esteem    
  • 7. Consumer Involvement
    • Represents the degree of personal relevance a consumer finds in pursuing value from a given consumption act.
    • Types:
      • Product
      • Shopping
      • Situational
      • Enduring
      • Emotional
    © 2009 South-Western, a division of Cengage Learning . 5- LO 2
  • 8. Exhibit 5.3: Typical High and Low Product Involvement © 2009 South-Western, a division of Cengage Learning . 5- LO 2
    • Some product categories have more personal relevance
  • 9. © 2009 South-Western, a division of Cengage Learning . 5- _____ represents the personal relevance of shopping activities. a. Shopping involvement b. Shopping endurance c. Product involvement d. Emotional involvement e. Shopping enthusiasm
  • 10. Situational Involvement © 2009 South-Western, a division of Cengage Learning . 5-
  • 11. Enduring Involvement © 2009 South-Western, a division of Cengage Learning . 5-
  • 12. Emotions
    • Psychobiological reactions to appraisals.
      • Psychobiological because they involve psychological processing and physical responses.
      • Create visceral responses – certain feeling states are tied to behavior in a very direct way.
    © 2009 South-Western, a division of Cengage Learning . 5- LO 3
  • 13. Cognitive Appraisal Theory
    • Describes how specific types of thoughts can serve as a basis for specific emotions.
    • Cognitive appraisals:
      • Anticipation—future; hope, anxiety
      • Agency—responsibility; frustration
      • Equity—fairness; warmth, anger
      • Outcomes—how it turned out; joy, pride
    © 2009 South-Western, a division of Cengage Learning . 5- LO 3
  • 14. Exhibit 5.4: Visceral Responses to Emotions by Consumers © 2009 South-Western, a division of Cengage Learning . 5- LO 3
  • 15. Emotion Terminology
    • Mood – a transient (temporary and changing) and general affective state.
      • Mood-congruent judgments – the value of a target is influenced in a consistent way by one’s mood.
    • Affect – represents the feelings a consumer has about a particular product or activity.
    © 2009 South-Western, a division of Cengage Learning . 5- LO 3
  • 16. Measuring Emotion © 2009 South-Western, a division of Cengage Learning . 5- LO 4 Autonomic measures Self-report measures
  • 17. Exhibit 5.6: A Short-Form PANAS Application © 2009 South-Western, a division of Cengage Learning . 5- LO 4
  • 18. Emotional Involvement © 2009 South-Western, a division of Cengage Learning . 5-
  • 19. Involvement © 2009 South-Western, a division of Cengage Learning . 5- Is this high involvement or irrational behavior?
  • 20. © 2009 South-Western, a division of Cengage Learning . 5- Keely was so engrossed in her book that she didn’t realize that five hours had passed. What term is used to represent Keely’s high emotional involvement in which she is engrossed in reading the book? a. emotional involvement b. flow c. bipolar d. emotional contagion e. emotional labor
  • 21. Emotional Expressiveness © 2009 South-Western, a division of Cengage Learning . 5-
  • 22. Emotional Intelligence © 2009 South-Western, a division of Cengage Learning . 5-
  • 23. Emotions © 2009 South-Western, a division of Cengage Learning . 5- What is this consumer feeling?
  • 24. Exhibit 5.8: Illustration of Emotion Aiding Learning © 2009 South-Western, a division of Cengage Learning . 5- LO 6
  • 25. Nostalgia © 2009 South-Western, a division of Cengage Learning . 5- Going retro - Nostalgia creates positive feelings.
  • 26. To Know It Really Is To Feel It! © 2009 South-Western, a division of Cengage Learning . 5- Translating words into another language does not always translate emotions.
  • 27. Which of the following describes the situation in which consumers remember information better when the mood they are currently in matches the mood they were in when originally exposed to the information? a. autobiographical memory b. nostalgia c. emotional contagion d. emotional expressiveness e. mood-congruent recall © 2009 South-Western, a division of Cengage Learning . 5-
  • 28. Schema-Based Affect © 2009 South-Western, a division of Cengage Learning . 5- Emotions become stored as part of the meaning for a category. LO 6 We may want to capitalize on the positive and redirect the negative.
  • 29. Schema Based Affect © 2009 South-Western, a division of Cengage Learning . 5- Emotional effect on memory—superior recall for information presented with mild emotional content.
  • 30. Exhibit 5.9: A Typical Car Salesperson Schema © 2009 South-Western, a division of Cengage Learning . 5- LO 6
  • 31. Exhibit 5.10: Examples of Schema-Based Affect © 2009 South-Western, a division of Cengage Learning . 5- LO 6
  • 32. Emotional Contagion
    • Represents the extent to which an emotional display by one person influences the emotional state of a bystander.
    • Emotional labor – workers have to overtly manage their own emotional displays as part of the requirements of the job.
    © 2009 South-Western, a division of Cengage Learning . 5- LO 6

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