Attitudes are a function of underlying beliefs about a behavior subjective norm - overall perceived expectation to perform the behaviour from others intention - summary motivation to enact the behavior TRA Principles attitude and subjective norm influence behaviour through intention importance of attitude and subjective norm can differ by behavior or target group. TRA was extended to include a control construct perceived behavioural control - ability of the individual to carry out the behaviour (skills, opportunity, resources)
Attitudes are a function of underlying beliefs about a behavior subjective norm - overall perceived expectation to perform the behaviour from others intention - summary motivation to enact the behavior TRA Principles attitude and subjective norm influence behaviour through intention importance of attitude and subjective norm can differ by behavior or target group. TRA was extended to include a control construct perceived behavioural control - ability of the individual to carry out the behaviour (skills, opportunity, resources)
Attitudes are a function of underlying beliefs about a behavior subjective norm - overall perceived expectation to perform the behaviour from others intention - summary motivation to enact the behavior TRA Principles attitude and subjective norm influence behaviour through intention importance of attitude and subjective norm can differ by behavior or target group. TRA was extended to include a control construct perceived behavioural control - ability of the individual to carry out the behaviour (skills, opportunity, resources)
EPHE 348 Origins Attitudes were a major focus in psychology during the 1930s
Evidence was often not supportive of attitude-behaviour relations Problems with earlier research
Aggregate assessment
Specificity (action, context, time-frame, target) Theory of Reasoned Action Fishbein & Ajzen (1975) postulated a theoretical model for understanding behaviour centered around the attitude construct
Remains the most influential attitude model 30 years later TRA Attitudes overall evaluation of a behaviour
Subjective norm overall perceived expectation to perform the behaviour from others
Intention summary motivation to enact the behavior TRA Principles Attitude and subjective norm influence behaviour through intention
Importance of attitude and subjective norm can differ by behavior or target group But what makes up an attitude? Attitudes are a function of underlying beliefs about the behavior Weighted Expectancy x Value
Norms are a function of normative beliefs (norm x value of referent) Theory of Planned Behaviour Due to the popularity and demonstrated importance of self-efficacy, the TRA was extended to include a control construct
Perceived behavioural control ability of the individual to carry out the behaviour (skills, opportunity, resources) Perceived Behavioural Control Also an E x V construct: Belief of capability to overcome an obstacle x the probability that the obstacle will occur
Ajzen (1991) argues that PBC influences intention and, to the extent that it represents real control, behaviour directly Theory of Planned Behavior (Ajzen, 1985) Attitude Subjective Norm Intention Behavior Perceived behavioral control Figure 14.1 What causes the beliefs?
Ajzen and Fishbein leave this open but include personal and observational experience, personality, demographics, environment, culture among others TPB and PA Over 100 studies with various populations Intention related to PA large effect size Attitude and PBC are related to PA with a medium to large effect size and related to intention with a large effect size Subjective norm related to behaviour and intention with a small effect size
PA Beliefs Most important behavioural beliefs: Stress relief, takes too much time, fun thing to do Most important behavioural value: Health, physical appearance/weight control Most important normative beliefs and values: friends, family, spouse/romantic partner Most important control beliefs and values Time Fatigue
Multi-Component TPB Attitude, subjective norm, and PBC are multi-faceted:
Attitude = affect, instrumental
Subjective norm = injunctive, descriptive
PBC = skills, opportunity, resources
Rhodes, R.E., Blanchard, C.M. & Matheson, D.H. (2006). A multi- component model of the theory of planned behaviour. British Journal of Health Psychology, 11, 119-137. Rhodes, R.E. & Courneya, K.S. (2003). Investigating multiple components of attitude, subjective norm, and perceived control: An examination of the theory of planned behavior in the exercise domain. British Journal of Social Psychology, 42, 129-146. Intention behavior relations Intention-behavior asymmetry is from intenders not acting and not from nonintenders acting
The more one intends to exercise, the more likely one is to fail at achieving ones intentions (>3 becomes very problematic)
Rhodes, R.E., Courneya, K.S. & Jones, L.W. (2003). Translating exercise intentions into behaviour: Personality and social cognitive correlates. Journal of Health Psychology, 8, 449-460. Temporal Profiles of Exercise Behavior Motivation ACTION PLANNING ACTION CONTROL Non- Intenders Unsuccessful Intenders Successful Intenders AFFECTIVE EVALUATIONS CONTROL EVALUATIONS INSTRUMENTAL EVALUATIONS SOCIAL NORMATIVE EVALUATIONS TPB in intervention Few studies have focused on TPB-based intervention
Basic premise is that behaviour can be changed three ways: Increase or decrease a belief Create a belief Increase or decrease a value Belief Tests Chatzisarantis & Hagger (2005)
Study of Adolescents and modal vs non beliefs showed differences in intention via attitude Properties of Physical Activity Attitude Physical Activity Affective Instrumental Boring Unpleasant Attitude Tests Conner & Rhodes (2008) Undergraduate samples given either completely affective message or completely instrumental message Examined effect on attitudes, intention, and behaviour (2 weeks later)
0 1 2 3 4 5 6 7 8 Time 1 Time 2 Control Affective Cognitive Effect on Behaviour Attitude Tests Parrott et al. (2008)
Persuasive Messages sent to Undergraduates (3 week follow-up) Focused on Instrumental followed by Affective Attitude compared to no message RESULTS Dependent on baseline status. Making an Enemy an Ally Can the reinforcing and distracting properties of video games be used to facilitate exercise?
UVIC/UBC Gamebike Study 27 sedentary young men randomly assigned to a stationary bike or video game bike
Advised to attend 30 min sessions 3xweek
6 weeks
Measured on fitness and psychological variables Physiological Effects (Warburton et al., 2007) Experimental Condition TRADITIONAL VIDEO M a x i m a l
A e r o b i c
P o w e r
( m L . k g - 1 . m i n - 1 ) 0 20 30 40 50 60 PRE POST ** Fitness results were better in the video game condition Why? Attendance Training Week 0 1 2 3 4 5 6 W e e k l y
A t t e n d a n c e 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Traditional Video * Gamebike Fitness Attendance What is going on with Attendance? Participants report lower exertion in the videobike condition than controls despite higher power output (Sarkany et al., 2006)
Participants report greater affective attitude (i.e., enjoyment) in the videobike condition (Rhodes et al., in press) 0 1 2 3 4 5 6 Time 1 Time 2 A f f e c t i v e
A t t i t u d e Videobike Standard Bike * * Mechanism Gamebike Affective Attitude Attendance Fitness