1. Rational versus Emotional Motives
• Rationality implies that consumers select
goals based on totally objective criteria, such
as size, weight, price, or miles per gallon
• Emotional motives imply the selection of
goals according to personal or subjective
criteria
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 1

2. The Dynamics of Motivation
• Needs are never fully satisfied
• New needs emerge as old needs are satisfied
• People who achieve their goals set new and
higher goals for themselves
• Frustration
– Failure to achieve a goal may result in frustration.
– Some adapt; others adopt defense mechanisms to
protect their ego.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 2

3. Arousal of Motives
• Physiological arousal
• Emotional arousal
• Cognitive arousal
• Environmental arousal
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 3

4. Philosophies Concerned with
Arousal of Motives
• Behaviorist School
– Behavior is response to stimulus
– Elements of conscious thoughts are to be ignored
– Consumer does not act, but reacts
• Cognitive School
– Behavior is directed at goal achievement
– Needs and past experiences are reasoned, categorized,
and transformed into attitudes and beliefs
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 4

5. Types and Systems of Needs
• Henry Murray’s 28 psychogenic needs
• Abraham Maslow’s hierarchy of needs
• A trio of needs
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 5

6. Motivational Research
• Term coined in the 1950s by Dr. Ernest Dichter
• Based on premise that consumers are not
always aware of their motivations
• Identifies underlying feelings, attitudes, and
emotions
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 6

7. What Are Attitudes?
• The attitude “object”
• Attitudes are a learned predisposition
• Attitudes have consistency
• Attitudes occur within a situation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 7

8. Structural Models of Attitudes
• Tricomponent Attitude Model
• Multiattribute Attitude Model
• The Trying-to-Consume Model
• Attitude-Toward-the-Ad Model
Copyright 2010 Pearson Education, Inc.
Publishing as Prentice Hall Chapter Eight Slide 8

9. The Tricomponent Model
Components The knowledge and
perceptions that are
• Cognitive acquired by a
• Affective combination of direct
experience with the
• Conative attitude object and
related information
from various sources
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 9

10. The Tricomponent Model
Components A consumer’s
• Cognitive emotions or feelings
about a particular
• Affective product or brand
• Conative
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 10

11. The Tricomponent Model
Components
The likelihood or
• Cognitive tendency that an
• Affective individual will
undertake a specific
• Conative action or behave in a
particular way with
regard to the attitude
object
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 11

12. Attitude models that
examine the
Multiattribute composition of
Attitude consumer attitudes
Models in terms of selected
product attributes or
beliefs.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 12

13. Multiattribute Attitude Models
Types
• The attitude-toward- • Attitude is function of
object model the presence of certain
• The attitude-toward- beliefs or attributes.
behavior model • Useful to measure
• Theory-of-reasoned- attitudes toward
action model product and service
categories or specific
brands.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 13

14. Multiattribute Attitude Models
Types
• The attitude-toward- • Is the attitude toward
object model behaving or acting with
• The attitude-toward- respect to an object,
behavior model rather than the attitude
• Theory-of-reasoned- toward the object itself
action model • Corresponds closely to
actual behavior
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 14

15. Consumer Characteristics, Attitude,
and Online Shopping
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 15

16. Multiattribute Attitude Models
Types
• The attitude-toward- • Includes cognitive,
object model affective, and conative
• The attitude-toward- components
behavior model • Includes subjective
• Theory-of-reasoned- norms in addition to
action model attitude
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 16

17. An attitude theory
designed to account
for the many cases
Theory of where the action or
Trying to outcome is not certain
Consume but instead reflects
the consumer’s
attempt to consume
(or purchase).
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 17

18. A model that proposes
that a consumer forms
various feelings (affects)
and judgments
Attitude- (cognitions) as the result
of exposure to an
Toward-the-
advertisement, which, in
Ad Model turn, affect the
consumer’s attitude
toward the ad and
attitude toward the
brand.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 18

19. A Conception of the Relationship Among
Elements in an Attitude-Toward-the-Ad Model
- Figure 8.6
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 19

20. Issues in Attitude Formation
• Sources of influence on attitude formation
– Personal experience
– Influence of family
– Direct marketing and mass media
• Personality factors
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 20

21. Strategies of Attitude Change
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22. Changing the Basic Motivational Function
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 22

23. Attitude Change
• Altering Components of the Multiattribute
Model
– Changing relative evaluation of attributes
– Changing brand beliefs
– Adding an attribute
– Changing the overall brand rating
• Changing Beliefs about Competitors’
Brands
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 23

24. Customer attitudes are
Elaboration changed by two
Likelihood distinctly different
Model routes to persuasion:
(ELM) a central route or a
peripheral route.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 24

25. Elaboration Likelihood Model
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 25

26. • The Elaboration Likelihood Model states that
there are two routes through which persuasive
messages are processed:
– The central route, which provides complete
information and is straightforward, and
– The peripheral route: which uses means like catchy
tunes, colors, and celebrity endorsements.
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27. • The central route is what you could also call the
'thinking route': "The central route is characterized
by considerable cognitive elaboration.
• It occurs when individuals focus in depth on the
central features of the issue, person, or message.
When people process information centrally, they
carefully evaluate message arguments, ponder
implications of the communicator's ideas, and relate
information to their own knowledge and values."
(Perlof, 2003).
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28. • "Rather than examining issue-relevant arguments, people
examine the message quickly or focus on simple cues to help
them decide whether to accept the position advocated in the
message. Factors that are peripheral to message arguments
carry the day. These can include a communicator's physical
appeal, glib speaking style, or pleasant association between
the message and music playing in the background. When
processing peripherally, people invariably rely on simple
decision-making rules or 'heuristics'. For example, an
individual may invoke the heuristic that 'experts are to be
believed', and for this reason (and this reason only) accept the
speaker's recommendation." (Perlof, 2003).
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29. Behavior Can Precede or Follow
Attitude Formation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 29