Attitudes, Persuasion, and Behavior

Bohner, Gerd; Schwarz, Robert

doi:10.1002/9780470998519.ch19

Cited by 11 publications

(7 citation statements)

References 51 publications

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“…Our focus here was on relative bias because no attitudes measure can be viewed in absolute terms (e.g., Bohner & Schwarz, 2001;McConnell & Leibold, 2009;Nosek, Greenwald, & Banaji, 2006). This reality, coupled with measures such as the IAT being inherently relativistic, leads us to view the current findings in terms of relative bias.…”

Section: Discussionmentioning

confidence: 99%

Having Explicit-Implicit Evaluation Discrepancies Triggers Race-Based Motivated Reasoning

Shoda¹,

McConnell²,

Rydell³

2014

Social Cognition

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Section: Discussionmentioning

confidence: 99%

Having Explicit-Implicit Evaluation Discrepancies Triggers Race-Based Motivated Reasoning

Shoda¹,

McConnell²,

Rydell³

2014

Social Cognition

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“…Socially desirable responding can be defined as 'the tendency to give answers that make the respondent look good' (Paulhus 2007, 22). This tendency can influence responses, both consciously and unconsciously (Bohner and Dickel 2011;Bohner and Schwarz 2001). The influence of social desirability on questionnaires that measure ATI is important because inclusive education is considered to be politically correct and is an idea with a clear social norm (Avramidis and Norwich 2002;Lui et al 2015).…”

Section: Socially Desirable Responses In Ati Researchmentioning

confidence: 99%

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion

Lüke

Grosche

2017

International Journal of Inclusive Education

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Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the surveyas perceived by the participantoutperforms welldocumented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion. ARTICLE HISTORY

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“…Given that (easy) self-generation has proven fruitful with respect to attitudes (e.g., Aronson, 1999), these domains may strongly benefit from knowing whether (easy) self-generation may be effective on the behavioral level, too. Second, a large literature suggests that attitudes do not necessarily translate into behavior (“attitude-behavior gap”; e.g., Ajzen & Fishbein, 1977; Bohner & Schwarz, 2001; Eagly & Chaiken, 1993; Fazio & Towles-Schwen, 1999; Holland, Verplanken, & Van Knippenberg, 2002). The powerful effects of (easy) self-generation on attitudes thus need not be mimicked on the behavioral level, and research focusing on the effect of (easy) self-generation on behavior is needed.…”

mentioning

confidence: 99%

Helping Made Easy

et al. 2017

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Abstract. Previous work has shown that self-generating arguments is more persuasive than reading arguments provided by others, particularly if self-generation feels easy. The present study replicates and extends these findings by providing evidence for fluency effects on behavioral intention in the realm of helping. In two studies, participants were instructed to either self-generate or read two versus ten arguments about why it is good to help. Subsequently, a confederate asked them for help. Results show that self-generating few arguments is more effective than generating many arguments. While this pattern reverses for reading arguments, easy self-generation is the most effective strategy compared to all other conditions. These results have important implications for fostering behavioral change in all areas of life.

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Attitudes, Persuasion, and Behavior

Cited by 11 publications

References 51 publications

Having Explicit-Implicit Evaluation Discrepancies Triggers Race-Based Motivated Reasoning

Having Explicit-Implicit Evaluation Discrepancies Triggers Race-Based Motivated Reasoning

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion

Helping Made Easy

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