Psychological antecedents of conspicuous consumption

Braun, Ottmar L.; Wicklund, Robert A.

doi:10.1016/0167-4870(89)90018-4

Cited by 233 publications

(165 citation statements)

References 15 publications

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“…Particularly germane to our discussion is the recent work of Tim Kasser and his colleagues, who argue that one way materialistic values develop is from "experiences that induce feelings of insecurity" (Kasser et al 2004, 13). Consistent with this view, researchers have reported experimental evidence showing that induced feelings of insecurity and low self-esteem have a direct causal influence on materialistic orientations (Braun and Wicklund 1989;Chang and Arkin 2002;Kasser 2002;Solberg, Diener, and Robinson 2004).…”

Section: What Is Materialism?mentioning

confidence: 62%

Growing up in a Material World: Age Differences in Materialism in Children and Adolescents

Chaplin¹,

John²

2007

J Consum Res

427

404

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We examine age differences in materialism with children and adolescents 8-18 years old. In study 1, we find materialism increases from middle childhood to early adolescence and declines from early to late adolescence. Further, we find that age differences are mediated by changes in self-esteem occurring from middle childhood through adolescence. In study 2, we prime self-esteem to obtain further evidence of a causal link between self-esteem and materialism. As expected, we find that inducing high self-esteem decreases expressions of materialism. Inducing high self-esteem reduces materialism among adolescents so dramatically that age differences in materialism disappear.Contemporary American tweens and teens have emerged as the most brand-oriented, consumer-involved, and materialistic generation in history. And they top the list globally. . . . More children here than anywhere else believe that their clothes and brands describe who they are and define their social status. (Schor 2004, 13) C oncerns over the rising level of materialism in children and adolescents are increasing among parents, educators, and social scientists. In a recent national survey, 95% of adults say that children are too focused on buying and consuming things, and almost 80% agree that limits should

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Section: What Is Materialism?mentioning

confidence: 62%

Growing up in a Material World: Age Differences in Materialism in Children and Adolescents

Chaplin¹,

John²

2007

J Consum Res

427

404

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“…In support of this line of reasoning, studies on symbolic selfcompletion show that individuals who perceive deficits in one type of symbol (a) describe their own personalities as being more consistent with the aspired-to ideal (Gollwitzer & Wicklund, 1985;Wicklund & Gollwitzer, 1983), (b) attempt to persuade and to influence others in their area of interest (Wicklund & Gollwitzer, 1981), (c) display visible symbols focusing on the meaning of their self-definitions (Braun & Wicklund, 1989;Schiffinann & Nelkenbrecher, 1994), (d) devaluate others as incompetent in the same domain (Wagner, Wicklund, & Shaigan, 1990), and (e) fail to admit to relevant shortcomings (Gollwitzer, Wicklund, & Hilton, 1982).…”

Section: The Symbolic Self-completion Theorymentioning

confidence: 99%

Effects of failure on subsequent performance: The importance of self-defining goals.

Brunstein¹,

Gollwitzer²

1996

Journal of Personality and Social Psychology

211

199

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Extending R.A. Wicklund and P.M. Gollwitzer's (1982) self-completion theory, 2 experiments examined the role of self-defining goals in predicting performance effects of failure among students committed to professional goals such as becoming a physician (Experiment 1) or a computer scientist (Experiment 2). Results of Experiment 1 revealed that failure on a task characterized as being relevant to students' professional self-definition led to (a) enhanced performance on a subsequent task relevant to the same self-definition and (b) impaired performance on a subsequent task unrelated to the self-definition challenged through prior failure. Experiment 2 replicated these findings. In addition, performance effects due to self-definitional failure were annulled when participants experience intermittent social recognition for the aspired-to-self-definition.

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“…Indeed, past research provides support for a parallel idea at the individual (rather than group) level, suggesting that individuals use symbols and other displays to convey desired impressions of themselves to other people. For instance, research on symbolic self-completion theory suggests that individuals use symbols and other socially-recognized indicators to communicate aspects of their desired personal identity or self-image to others (Braun & Wicklund, 1989;Gollwitzer & Kirchhof, 1998;Wicklund & Gollwitzer, 1981). Likewise, research suggests that individuals are more likely to display particular identity-relevant behaviors (e.g., prejudicial statements against an outgroup) when they are motivated to convey to others an impression of themselves as good ingroup members (Klein, Licata, Azzi, & Durala, 2003;Klein, Spears, & Reicher, 2007;Noel, Wann, & Branscombe, 1995).…”

Section: What Motivates the Use Of Symbols?mentioning

confidence: 99%

On the psychological function of flags and logos: Group identity symbols increase perceived entitativity.

Callahan¹,

Ledgerwood²

2016

Journal of Personality and Social Psychology

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Group identity symbols such as flags and logos have been widely used across time and cultures, yet researchers know very little about the psychological functions that such symbols can serve. The present research tested the hypotheses that (a) simply having a symbol leads collections of individuals to seem more like real, unified groups, (b) this increased psychological realness leads groups to seem more threatening and effective to others, and (c) group members therefore strategically emphasize symbols when they want their group to appear unified and intimidating. In Studies 1a–1c, participants perceived various task groups as more entitative when they happened to have a symbol. In Study 2, symbols not only helped groups make up for lacking a physical characteristic associated with entitativity (physical similarity), but also led groups to seem more threatening. Study 3 examined the processes underlying this effect and found that group symbols increase entitativity by increasing perceived cohesiveness. Study 4 extended our results to show that symbols not only shape the impressions people form of novel groups, but also change people’s existing impressions of more familiar and real-world social groups, making them seem more entitative and competent but also less warm. Finally, Studies 5a and 5b further expand our understanding of the psychological function of symbols by showing that group members strategically display symbols when they are motivated to convey an impression of their group as unified and threatening (vs. inclusive and cooperative). We discuss implications for understanding how group members navigate their social identities.

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Psychological antecedents of conspicuous consumption

Cited by 233 publications

References 15 publications

Growing up in a Material World: Age Differences in Materialism in Children and Adolescents

Growing up in a Material World: Age Differences in Materialism in Children and Adolescents

Effects of failure on subsequent performance: The importance of self-defining goals.

On the psychological function of flags and logos: Group identity symbols increase perceived entitativity.

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