Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation.

Glasman, Laura R.; Albarracín, Dolores

doi:10.1037/0033-2909.132.5.778

Cited by 1,140 publications

(818 citation statements)

References 135 publications

(427 reference statements)

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“…Another often studied individual factor is children's attitudes towards bullying. Attitudes are predictors of all kinds of spontaneous and deliberate social and non-social behavior (e.g., Glasman and Albarracin 2006) including bullying behavior (Salmivalli and Voeten 2004). Attitudes can be defined as general and enduring, concrete or abstract evaluations of a person, group, or issue and can be based on beliefs, emotions and behavior (cf.…”

mentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age=11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.Keywords Explicit bullying attitudes . Implicit bullying attitudes . Interaction explicit and implicit bullying attitudes . Bullying School bullying is a large societal problem and is already evident among primary school children. Studies on this population show that 3-27% of the children bully, and 9-32% are bullied once a week or more (Berger 2007). Bullying has also been shown to have large negative consequences for the well-being of victims and bullies (Berger 2007;Scholte et al. 2007), which stresses the importance of targeting bullying behavior together with the factors that are related to bullying.Various factors have been found to contribute to the extent to which children bully other children. Research evidence indicates that social factors such as group membership and peer pressure, as well as individual, personal factors such as physical strength, aggressiveness, and empathy influence bullying (Rigby 2004). Another often studied individual factor is children's attitudes towards bullying. Attitudes are predictors of all kinds of spontaneous and deliberate social and non-social behavior (e.g., Glasman and Albarracin 2006) including bullying behavior (Salmivalli and Voeten 2004). Attitudes can be defined as general and enduring, concrete or abstract evaluations of a person, group, or issue and can be based on beliefs, emotions and behavior (cf. Petty and Cacioppo 1986).In attitude research, a distinction is made between implicit attitudes and explicit attitudes. Implicit attitudes are impulsive, spontaneous, uncontrolled emotional reactions and evaluations. In contrast, explicit attitudes refer to deliberate, reflective, controlled, consciously self-reported evaluations (Gawronski and Bodenhausen 2006). Dualprocess models assume that there are two different modes of information processing that underlie implicit and explicit attitudes. According to these models more automatic, impulsive, associative processes underlie implicit attitudes and more controlled, reflective processes underlie explicit During the research project on implicit and explicit bullying attitudes all authors were working at ...

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mentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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“…It is generally accepted that attitudes influence a person's overall pattern of responses towards something, although they have a low predictive utility for any specific action (Ajzen and Fishbein 1977;Glasman and Albarracin 2006). Attitudes are also relevant to problem-solving because they can influence self-confidence, motivation and perseverance (Jonassen 2000).…”

Section: Problem-solving Expertisementioning

confidence: 99%

Situated, embodied and social problem-solving in virtual worlds

Cram¹,

Hedberg²,

Gosper³

et al. 2011

Research in Learning Technology

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Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

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“…Attitude is a way a person views something or tends to behave towards it, often in an evaluative way [1]. It is a feeling about something or an opinion whether it is positive or negative, or it is a conscious or unconscious physical posture that is displayed while interacting with others [3].…”

Section: Introduction To Attitudementioning

confidence: 99%

“…Allport's defined that we are not born with our attitudes we acquire them via the socialization process and attitudes believed to directly influence behavior [7] It is a complex mental state involving beliefs and feelings and values and dispositions to act in certain ways. [1] An attitude is a hypothetical construct that represents an individual's degree of like or dislike for something [2]. It is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor [4] [5].…”

Section: Introduction To Attitudementioning

confidence: 99%

Relationship of Attitude with Socio-Economic Status

Singh

Dhaka

2012

IJPEFS

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Every sportsperson has its own unique attitude that he learnt from family, schooldays, experiences and shows by his behavior when he reacts to certain events in his surroundings. As India is a developing country with more unemployment, tough completion and fewer facilities, it is obligatory to control and develop a right kind of attitude among players so that they think positively and explore the opportunities optimistically to shun depressions and unsocial habits. Thus it is necessary to study the attitude and certain variables in the society, the relationship of these variables in context with socio-economic status of sportsman. Attitude as suggested by the experts has six sub variables: Social Change, Social Distance, Liberalism, Nationalism, Social Revolutionism and Untouchability, out of which this paper concentrates on Social Change, Social Distance and Liberalism, their relationship with the socio-economic status of judokas.

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Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation.

Cited by 1,140 publications

References 135 publications

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Situated, embodied and social problem-solving in virtual worlds

Relationship of Attitude with Socio-Economic Status

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