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For instance, the study showed that an individual's behavior is influenced by their attitude toward both a particular professor and their general view of attending classes, illustrating the combined impact of object and situational attitudes. A real-world example for this illustration is that a student's attitude toward a specific professor ...
Attitudes influence behavior at individual, interpersonal, and societal levels. [1]: 13–16 Attitudes are complex and are acquired through life experience and socialization. Key topics in the study of attitudes include attitude strength, attitude change, and attitude-behavior relationships. The decades-long interest in attitude research is due ...
Self-perception theory (SPT) is an account of attitude formation developed by psychologist Daryl Bem. [1] [2] It asserts that people develop their attitudes (when there is no previous attitude due to a lack of experience, etc.—and the emotional response is ambiguous) by observing their own behavior and concluding what attitudes must have caused it.
Reciprocal determinism is the theory set forth by psychologist Albert Bandura which states that a person's behavior both influences and is influenced by personal factors and the social environment. Bandura accepts the possibility that an individual's behavior may be conditioned through the use of consequences. At the same time he asserts that a ...
There are three processes of attitude change as defined by Harvard psychologist Herbert Kelman in a 1958 paper published in the Journal of Conflict Resolution. [1] The purpose of defining these processes was to help determine the effects of social influence: for example, to separate public conformity (behavior) from private acceptance (personal belief).
The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
An example of such a constraint is the belief that one's behavior will not have an impact. [36] [37] There are external constraints as well. For example, if an individual intends to behave in an environmentally responsible way but recycling infrastructure is absent in the individual's community, perceived behavioral control is likely to be low.
Herek defined domain characteristics as "groups, objects, issues, or behaviors toward which people hold attitudes" (1986). Individual domains can include a multitude of different attitudes. For instance, in Herek's methodology development attitudes were examined within the domain of attitudes toward gays and lesbians.