Assessment 2 Overview: Write A 34-Page Assessment

Assessment 2overviewwrite A 34 Page Assessment In Which You Examine T

Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position. Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.

The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?

Paper For Above instruction

Introduction

The intricate relationship between attitude and behavior is a central theme in social psychology, influencing how individuals navigate their social environments. Attitudes, defined as evaluations or feelings toward objects, people, or ideas, serve as internal predispositions that often guide behavior. However, the degree to which attitudes predict actual behavior has been debated, with some scholars arguing for a strong link, while others highlight inconsistencies. This paper explores the concept of attitude, how attitudes develop, and examines the relationship between attitude and behavior through the lens of the Theory of Planned Behavior (Ajzen, 1991). Additionally, it discusses societal changes following civil rights legislation and how theoretical frameworks help explain shifts in collective attitudes.

Understanding what constitutes an attitude involves recognizing it as a psychological tendency expressed by evaluating a particular entity with some degree of favor or disfavor (Eagly & Chaiken, 1998). Attitudes encompass cognitive, affective, and behavioral components, influencing actions and perceptions. For example, an individual’s attitude toward environmental conservation can affect their everyday behaviors such as recycling or energy consumption.

The development of attitudes is a complex process influenced by multiple factors, including social learning, personal experiences, and cognitive processes. The Social Learning Theory emphasizes that attitudes are acquired through observation and imitation of role models within one’s environment (Bandura, 1977). If a person observes family members valuing educational achievement, they are more likely to develop a positive attitude toward schooling. Similarly, cognitive theories, such as the Functional Theory of Attitudes (Katz, 1960), posit that attitudes serve specific functions—such as enabling social adjustment or expressing core beliefs—shaping how individuals perceive and interact with their world.

Regarding the relationship between attitudes and behavior, research indicates that while attitudes can predict behavior, the correlation is often moderate at best. The Theory of Planned Behavior (Ajzen, 1991) provides a comprehensive framework by suggesting that behavior is directly influenced by behavioral intentions, which are, in turn, shaped by attitudes toward the behavior, subjective norms, and perceived behavioral control. For example, a person’s positive attitude toward exercise combined with social support and confidence in their ability to work out increases the likelihood of engaging in physical activity. This theory highlights that attitude alone is insufficient; social pressures and self-efficacy significantly impact behavioral outcomes.

Societal shifts, such as those prompted by civil rights laws, demonstrate the dynamic nature of attitudes. Laws prohibiting discrimination and promoting equality have often been accompanied by changes in societal attitudes, supporting the notion that legislation can influence public consciousness. The increased support among white Americans for integrated schools and reduced segregationist attitudes exemplify this phenomenon.

Theoretical explanations, such as the Contact Hypothesis (Allport, 1954), suggest that increased interaction between racially diverse groups fosters greater understanding and reduces prejudice, aligning societal attitudes with legal reforms. Additionally, Cognitive Dissonance Theory (Festinger, 1957) posits that individuals modify their attitudes to align with their behaviors or societal norms, especially after experiencing policy changes and social campaigns aimed at promoting equality.

Conclusion

In summary, attitudes are multifaceted constructs that influence behavior but do not determine it absolutely. The development of attitudes occurs through social learning and cognitive functions, and the relationship between attitude and behavior is contextual and influenced by various factors. The Theory of Planned Behavior effectively explains how attitudes, alongside social norms and perceived control, shape actions. Societal changes, particularly in the context of civil rights, demonstrate the malleability of collective attitudes, with theory providing a valuable lens for understanding these transformations. An awareness of how attitudes and behaviors interact can foster personal growth and societal progress toward greater acceptance and equity.

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
• Eagly, A. H., & Chaiken, S. (1998). The psychology of attitudes. Fort Worth, TX: Harcourt Brace.
• Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
• Katz, D. (1960). The functional approach to the study of attitudes. Public Opinion Quarterly, 24(2), 163-204.
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
• Baumeister, R. F., & Bushman, B. J. (2014). Social psychology and human Nature. Wadsworth, Cengage Learning.
• Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132-144.
• Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43-48.