Theories of Attitudes and
Behavior
Dr. K. A. Korb
University of Jos
Overview

Attitude’s Influence on Behaviors


Behavior’s Influence on Attitude


Theory of Planned Behavior
Cognitive Dissonance Theory
Moderators of Attitude’s Influence on
Behavior
Dr. K. A. Korb
University of Jos
Theory of Planned Behavior
(Ajzen, 1985)

Developed to predict behavior from attitude


Behavior is determined by intention to perform behavior


Predicts deliberate behavior
Intention: Cognitive representation of readiness to perform a given
behavior
Intention determined by:



Dr. K. A. Korb
University of Jos
Specific Attitude toward specific behavior
Subjective norms: Belief about how significant people will view the
behavior in question
Perceived behavioral control: Perceptions of ability to perform
behavior
Theory of Planned Behavior
Attitude
Subjective
Norms
Perceived
Behavioral
Control
Dr. K. A. Korb
University of Jos
Behavioral
Intention
Behavior
Theory of Planned Behavior

Attitudes, Subjective Norms, and Behavioral
Control are not equally weighed

Depend on person and situation

Dr. K. A. Korb
University of Jos
If person cares little of what others think, Subjective
Norms will not influence behavioral intentions
Theory of Planned Behavior:
Educational Implications

Attitude



Subjective Norms





Positive Attitude
Negative Attitude
Peers
Parents
Culture
Teacher
Perceived Behavioral Control



Dr. K. A. Korb
University of Jos
Peers
Teacher
Infrastructure
Theory of Planned Behavior:
Educational Implications





Class Attendance
Classroom Behavior
Attitude toward Education in General
Attitude toward a Particular Subject
Attitude toward Achievement
Dr. K. A. Korb
University of Jos
Theory of Planned Behavior Sample
Questionnaire
For me to attend the meetings of this class on a regular basis is
extremely difficult: 1 : 2 : 3 : 4 : 5 : 6 : 7 :extremely easy
Dr. K. A. Korb
University of Jos
Theory of Planned Behavior Sample
Questionnaire

Attitude



For me to attend the meetings of this class on a regular
basis is – extremely good/bad
For me to attend the meetings of this class on a regular
basis is – extremely valuable/worthless
Subjective Norms


Dr. K. A. Korb
University of Jos
Most people who are important to me think that – I
should/I should not – attend the meetings of this class on
a regular basis.
Most of the students in this class with whom I am
acquainted attend meetings of this class on a regular basis
– definitely true/false
Theory of Planned Behavior Sample
Questionnaire

Perceived Behavioral Control



For me to attend the meetings of this class on a regular
basis is – extremely difficult/easy
I am confident that if I wanted to I could attend the
meetings of this class on a regular basis – definitely
true/false
Behavioral Intention


Dr. K. A. Korb
University of Jos
I plan to attend the meetings of this class on a regular
basis – extremely likely/unlikely
I will make an effort to attend the meetings of this class
on a regular basis – I definitely will/will not
Theory of Planned Behavior:
Educational Implications

African American students completing high school
(Davis, Ajzen, Sanders, & Williams, 2002)



Research Design: Longitudinal
Participants: 166 urban African American JS1 students,
52% had low income status
Instrument: Questionnaire to assess four aspects of
Theory of Planned Behavior




Dr. K. A. Korb
University of Jos
Intention to stay in school
Attitude toward staying in school
Subjective norm
Perceived control over staying in school
Davis, Ajzen, Sanders, & Williams, 2002

Findings





Dr. K. A. Korb
University of Jos
Highly positive attitudes to completing school
year
Strong social pressure to complete school year
Moderate confidence could complete school year
Strong intentions to try to complete the school
year
74% of the sample completed the year
Davis, Ajzen, Sanders, & Williams, 2002
Dr. K. A. Korb
University of Jos
Davis, Ajzen, Sanders, & Williams, 2002

Conclusions: Interventions to improve
staying in school should focus on:



Dr. K. A. Korb
University of Jos
Perceived Behavioral Control: Provide
strategies to overcome the obstacles for staying in
school
Attitudes: Educate about the value of staying in
school
Subjective Norms: As pressure to stay in school
was already high, intervention would likely be
ineffective
Cognitive Dissonance
(Festinger, 1957)
Rating of Enjoyment
12
11
10
9
8
7
Control
Dr. K. A. Korb
University of Jos
Paid N120
Paid N2400
Cognitive Dissonance



Basic need to avoid dissonance
Cognitive Dissonance: Tension when there is
a discrepancy between Attitude and Behavior
To reduce the tension, easiest to change
attitude to be consistent with behavior
Dr. K. A. Korb
University of Jos
Cognitive Dissonance

Sources of Dissonance




Dr. K. A. Korb
University of Jos
Informational Inconsistency
Disconfirmed Expectations
Insufficient Justification for Behavior
Postdecision Dissonance
Cognitive Dissonance

Necessary Conditions for Dissonance to
Occur


Dr. K. A. Korb
University of Jos
Aversive consequences are perceived
Feel personally responsible
Cognitive Dissonance
Negative
Attitude
Positive
Behavior
Dissonance
Dr. K. A. Korb
University of Jos
Positive
Attitude
Cognitive Dissonance

Will change attitude to justify:




Dr. K. A. Korb
University of Jos
Effort
Money spent
Time
Suffering
Cognitive Dissonance:
Educational Implications

Attitude change




Offer just enough reward or punishment to change
behavior
Attitude change will follow
High pressure and rewards achieve short-term obedience,
not long-term attitude change
Prejudice within the school

Dr. K. A. Korb
University of Jos
Enforced policies that dictate how students interact with
each other will lead to attitude change
Moderators of Attitude-Behavior

Moderator: Variable that affects the direction and/or
strength of the relationship between an independent
and dependent variable


Independent Variable: Proposed cause
Dependent Variable: Proposed effect
Attitudes
Dr. K. A. Korb
University of Jos
Moderator
Behavior
Moderators of Attitude-Behavior

Characteristics of Attitude that increase
Attitude-Behavior Relationship

Origin: Direct Experience


Strength




Dr. K. A. Korb
University of Jos
Clarity, Confidence, Certainty
Knowledge
Value-Expressive
Accessibility
Specificity
.
Attitude and Behavior: Experience
(Regan & Fazio, 1977)
Attitude Behavior Correlation
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Direct Experience
Dr. K. A. Korb
University of Jos
Indirect Experience
Attitude and Behavior: Strength (Holland,
Verplanken, & Knippenberg, 2002)
0.4
0.3
Beta
0.2
0.1
0
Strong Attitude
-0.1
-0.2
Dr. K. A. Korb
University of Jos
Weak Attitude
Behavior and Subsequent Attitude:
Strength (Holland et al., 2002)
0.6
0.5
Beta
0.4
0.3
0.2
0.1
0
Strong Attitude
Dr. K. A. Korb
University of Jos
Weak Attitude
Moderators of Attitude-Behavior

Situational factors: Theory of Planned Behavior



Social Norms
Perceived Behavioral Control
Person factors

Self Monitoring: Tendency to adjust behavior to fit the
situation


Attitudes are better predictors of behavior for low self monitors
Behavioral factors: Principle of Correspondence
Dr. K. A. Korb
University of Jos
Self-Monitoring Scale Sample Items
(Snyder, 1974)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
I find it hard to imitate the behavior of other people.
My behavior is usually an expression of my true inner feelings, attitudes, and
beliefs.
At parties and social gatherings, I do not attempt to do or say things that others
will like.
I can only argue for ideas which I already believe.
I can make impromptu speeches even on topics about which I have almost no
information.
I guess I put on a show to impress or entertain people.
I would probably make a good actor.
I rarely need the advice of my friends to choose movies, books, or music.
I sometimes appear to others to be experiencing deeper emotions than I actually
am.
I laugh more when I watch a comedy with others than when alone.
In a group of people I am rarely the center of attention.
Dr. K. A. Korb
University of Jos
Attitude and Behavior: Self Monitoring
(Snyder & Swann, 1976)
Attitude Behavior Correlation
0.5
0.4
0.3
0.2
0.1
0
High Self Monitoring
Dr. K. A. Korb
University of Jos
Low Self Monitoring
Revision



Explain the Theory of Planned Behavior
Explain Cognitive Dissonance Theory
What factors moderate the relationship
between attitudes and behavior?
Dr. K. A. Korb
University of Jos