Identity‐based motivation and consumer behavior

Choices are often identity-based yet the identity-to-choice link is not necessarily obvious for reasons articulated by the identity-based motivation model (Oyserman, D. (2009). Identity-based motivation: Implication for action-readiness, procedural readiness and consumer behavior. Journal of Consumer Psychology). Specifically, which identities are salient and what identities mean in the moment are highly dependent on situational cues. Though they feel stable, identities are dynamically shaped by situational affordances and constraints and this shaping process can occur without conscious awareness. This implies that product use, including use of utilitarian products, can become identity-based, as can both self-constructive and self-destructive choices. Over time, broader identities are more likely to be cued than more narrow ones, though any identity can be cued in the right circumstances. The commentaries apply the model to culture-contingent effects of power (Shavitt, S., Torelli, C. &; Wong, J. (2009). Identity-based motivation: Constraints and opportunities in consumer research. Journal of Consumer Psychology), charitable giving (Aaker, J. &; Akutsu, S. (2009). Why do people give? The role of identity in giving. Journal of Consumer Psychology), and the consequences of salient identities for self-constructive vs. self-destructive choices (Kirmani, A. (2009). The self and the brand. Journal of Consumer Psychology) and this commentary addresses some of the questions they raise.     

Identity‐based motivation: Constraints and opportunities in consumer research

This commentary underscores the integrative nature of the identity-based motivation model (Oyserman, D. (2009). Identity-based motivation: Implications for action-readiness, procedural-readiness, and consumer behavior. Journal of Consumer Psychology, 19(3) (this issue)). We situate the model within existing literatures in psychology and consumer behavior, and illustrate its novel elements with research examples. Special attention is devoted to, 1) how product- and brand-based affordances constrain identity-based motivation processes and, 2) the mindsets and action tendencies that can be triggered by specific cultural identities in pursuit of consumer goals. Future opportunities are suggested for researching the antecedents of product meanings and relevant identities.     

The unique consequences of feeling lucky: Implications for consumer behavior

Cognitive priming procedures were used to identify the unique effects that luck-related concepts have on consumer behavior. The effects of these concepts could theoretically influence behavior through the elicitation of positive affect or via temporary changes in participants' self representations of how lucky they feel. An initial experiment showed that priming Asian consumers with lucky numbers independently influenced both their perceptions of personal luck and the positive affect they reported experiencing. Subsequent experiments, however, showed that the effect of these primes on consumer behavior was mediated by momentary changes in how lucky people felt (i.e. changes in the self concept) rather than by the positive affect they were experiencing at the time. Exposing consumers to lucky numbers influenced their estimates of how likely they were to win a lottery (Experiment 2), their willingness to participate in such a lottery (Experiment 4), their evaluations of different promotional strategies (Experiment 3), and also the amount of money they were willing to invest in different financial options (Experiment 4). The effect of luck on behavior was also moderated by a person's regulatory focus.     

Identity-based motivation: Implications for intervention

Children want to succeed academically and attend college, but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment. We articulate the processes underlying these effects using an integrative culturally sensitive framework entitled identity-based motivation (IBM, Oyserman, 2007, 2009a, 2009b). The IBM model assumes that identities are dynamically constructed in context. People interpret situations and difficulties in ways that are congruent with currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity-congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity-incongruent, the same difficulty suggests that the behavior is pointless and "not for people like me."     

Paradoxes of praise: Identity‐inconsistent praise results in praise‐inconsistent responses

In four experimental studies, we explored the effect of consistency between central group values and the content of group‐directed praise on group‐based esteem, group identification, and willingness to express attitudes and intentions (in)consistent with the content of praise. Study 1 used pre‐existing groups with clearly defined central values, Study 2 relied on individual differences in perceptions of central group values within the same social group, and Studies 3 and 4 manipulated the centrality of group values experimentally. The results demonstrated that identity‐inconsistent praise resulted in lower group‐based esteem (Studies 1–4), and reduced group identification (Study 4), as compared to identity‐consistent praise. In addition, in all studies, identity‐inconsistent praise led to stronger willingness to reaffirm (the ignored) central group characteristics than identity‐consistent praise. The results are consistent with extensions of the self‐verification approach to the collective self.     

Decomposing intrinsic and extrinsic motivation for exercise: Application to stages of motivational readiness

ObjectivesTwo studies were conducted to evaluate the reliability and predictive validity of measures of intrinsic and extrinsic motivation for exercise, and to examine differences in motivation as a function of stage of motivational readiness for exercise.DesignA cross-sectional design was employed in study one, and a longitudinal design was used in study two.MethodsIn study one, 184 healthy college students completed instruments to measure motivation and exercise stage. Intrinsic and extrinsic motivations were factor analyzed into subscales and validated in study two on a second sample of college students (n=220) by analyzing shifts in endorsement of motivation subscales from the beginning to end of the academic term.ResultsIn both samples, intrinsic motivation for exercise was most highly endorsed in maintenance and lowest in contemplation stage. All extrinsic motivation subscales except tangible rewards were also most highly endorsed in maintenance compared to other stages. In study two, students in activity classes (n=72) endorsed both intrinsic and extrinsic motivation more than those in lecture classes (n=70). Relative to patterns of physical activity, intrinsic motivation was greater than extrinsic motivation for the continually active group, and decreased for the continually inactive group. Exercise maintenance was fostered by greater intrinsic relative to extrinsic motivation.ConclusionIntrinsic and extrinsic motivation can be decomposed into meaningful subfactors that are differentially related to exercise adoption and maintenance.     

Secondary student motivation orientations and standards‐based achievement outcomes

Background Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards‐based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student learning behaviours and achievement outcomes. Aim This study investigates interrelationships between self‐reported motivation orientations and achievement outcomes on the NCEA, a standards‐based, criterion‐referenced assessment system for senior secondary students. Sample Participants were 3,569 Year 11–Year 13 students at 20 nationally representative secondary schools in New Zealand. Method Survey data were factor analysed followed by regression analyses to examine relationships across demographic factors, self‐report survey results, and NCEA achievement outcomes. Results Several theoretically meaningful self‐reported motivation orientations were strongly related to actual achievement including doing my best (high achievement) and doing just enough (low achievement). These dimensions varied by gender, ethnicity, and school zone decile. Conclusions These findings illustrate how particular design features of a standards‐based assessment system relate to student attitudes and achievement. They also highlight the need for longitudinal research to investigate patterns over time as well as the possible impact of interventions to alter motivation and/or academic task performance.     

Cyber peers’ influence for adolescent consumer in decision‐making styles and online purchasing behavior

Nowadays, there is a boom in online purchasing, especially by adolescents. In fact, scholars and marketers alike have long noticed the emergence of adolescent consumers and their consumption behaviors. This research aims at exploring the effect of adolescent decision‐making styles on online purchasing behavior, with peer influence as a moderating variable. An online questionnaire survey was conducted on 2,419 adolescents and further verified by regression analysis and analysis of covariance. Adolescents with planned purchase behaviors can be considered as rational consumers, in that they do not care about fashion, or recreational, hedonistic shopping consciousness, but rather focus on brand, price value, and high quality. Indeed, adolescent purchase decision making can be strengthened by peer influence.     

Self‐regulation of consumer decision making and behavior: The role of implementation intentions

People may use the self-regulatory strategy of forming implementation intentions (i.e., if-then plans) to make better consumer decisions and facilitate the translation of those decisions into action. First, research on the mechanisms and effects of implementation intentions is reviewed. Second, we discuss how implementation intentions can be used to improve consumer decision making by promoting attention control and information elaboration, and overcoming disruptive influences. Third, we consider the various problems that militate against the enactment of one's decisions, and evidence is presented to show that implementation intentions are still effective even when goal attainment does not seem to be amenable to self-regulation. Finally, potential moderators of implementation intention effects are discussed.     

Autobiographical Memory and Depression: Identity‐continuity and Problem‐solving Functions Indirectly Predict Symptoms over Time through Psychological Well‐being

The aim of this study was to assess the longitudinal associations between adaptive autobiographical memory functions and depressive symptoms. Consistent with the proposed mechanisms of change underpinning cognitive‐reminiscence therapy (CRT), it was hypothesised that more frequent adaptive reminiscence would lead to increases in psychological resources over time and indirectly affect depressive symptoms through this pathway. A sample of 171 young adults (mean age = 25.9 years, SD = 3.5) completed measures of how frequently they utilised autobiographical memory for identity‐continuity and problem‐solving purposes, depressive symptoms and personal resources (self‐esteem, self‐efficacy, meaning in life and optimism) at two time‐points. The results of structural equation modelling supported the model of indirect influence between reminiscence functions and depression through these psychological resources. These findings clarify the effects of adaptive autobiographical memory on depressive symptoms in young adults and indicate potential benefits of interventions such as CRT. Copyright © 2015 John Wiley & Sons, Ltd.     

Function‐based replacement behavior interventions for students with challenging behavior

Using a concurrent multiple probe design, this study investigated the effects of function‐based replacement behavior interventions on the challenging behaviors of three students with or at risk of emotional and behavioral disorders who attended a rural elementary school. For all three students, interventions were effective at decreasing the occurrence of challenging and off‐task behavior. Effects were maintained for two participants. Maintenance and generalization effects in a replication setting in which replacement behaviors were loosely trained were also documented for two participants. Furthermore, teachers rated the interventions favorably. Implications for practice, study limitations, and areas for future research are discussed.     

Feasibility of a Web‐based Gatekeeper Training: Implications for Suicide Prevention

Web‐based training programs have advantages such as increased scheduling flexibility and decreased training costs. Yet the feasibility of applying them to injury prevention programs such as suicide prevention gatekeeper training has not been empirically verified. Two studies were conducted to assess the feasibility and effectiveness of a web‐based version of the Question, Persuade, and Refer (QPR) gatekeeper training program. Results of Study 1 revealed that participants in a web‐based training demonstrated significant gains in knowledge of suicide prevention, self‐efficacy for suicide prevention, and behavioral intentions to engage in suicide prevention, as compared to those in a control group. Results of Study 2 further showed that the web‐based training may be as effective as the face‐to‐face QPR training across pre‐ (T1) and post training (T2); however, knowledge, self‐efficacy, and behavioral intentions in both groups generally declined from T2 to 6‐months after the training. Overall, these results provide initial evidence to support the feasibility of adopting web‐based media to deliver gatekeeper training. Moreover, the present findings suggest the need to understand how to maintain gatekeepers’ knowledge, confidence, motivation, and skills after training.     

Supervisory countertransferences and impingements in evaluating readiness for graduation: Always present,routinely under‐recognized

Utilizing detailed, in‐depth material from supervisory hours from around the world (explored in End of Training Evaluation groups), this paper shows that supervisors are subject to multiple, diverse and, at times, ongoing intense countertransferences and impingements on their ability to evaluate candidates’ progress. Multiple external and internal sources of these impingements are explored. It is suggested that supervisory countertransferences and their manifestation in parallel enactments remain under‐recognized, their impact underappreciated, and the information they contain underutilized. It is argued that the recognition, containment, and effective use of the parallel process phenomena and supervisory countertransferences are essential in order to evaluate candidates’ progression and readiness to graduate. Common signals of such entanglements in the supervisor's evaluative function are identified. Three remedies, each of which provides a ‘third,’ are offered to assist supervisors in making effective use of their countertransference: self‐supervision, consultation, and institutional correctives.