Attitudes

Feeling torn and fearing rue: Attitude ambivalence and anticipated regret as antecedents of biased information seeking

Abstract

Theoretical work on attitudinal ambivalence suggests that anticipated regret may play a role in causing awareness of contradictions that subsequently induce a feeling of an evaluative conflict. In the present paper we empirically examined how the anticipation of regret relates to the association between the simultaneous pre- sence of contradictory cognitions and emotions (objective ambivalence), and the evaluative conflict associated with it (subjective ambivalence), in the context of decision-making. Across three studies (Ns = 204,127,244), manipulating both objective ambivalence and regret, we consistently found that when a dichotomous ambiva- lent choice had to be made, (objectively) ambivalent attitude holders for whom feelings of anticipated regret were made salient reported higher levels of subjective-attitude ambivalence than participants in the other conditions. Moreover, in Studies 2 and 3 we found that the effect of anticipated regret on subjective ambivalence had consequences on information processing. Specifically, anticipating regret made ambivalent participants search for attitude-congruent information. This effect was mediated by the increase in subjective ambivalence. This work provides the first empirical evidence for the role of regret in the association between objective-and- subjective attitude ambivalence, and its consequences.
Gary P. Latham, Xiao Chen, Ronald F. Piccolo and Guy Itzchakov
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Goal Setting
Environmental cues (e.g. achievement-related words and pictures) can prime/activate, in the absence of awareness, a mental representation of importance stored in memory. Chen et al.'s 2021 Applied Psychology: An International Review70, 216–253. (doi:10.1111/apps.12239) meta-analysis revealed a moderate, significant overall effect for the goal priming-organizational behaviour relationship, with three moderators identified: context-specific versus a general prime, prime modality (i.e. visual versus linguistic) and experimental setting (field versus laboratory). An independent researcher found that their finding was negligibly affected by a publication bias. Shanks & Vadillo (2021), Royal Society Open Science8, 210544. (doi:10.1098/rsos.210544) (field: k = 13, N = 683, d = 0.64), questioned Chen et al.'s conclusion regarding the effect size found in field studies (field: k = 8, N = 357, d = 0.68). In this paper, we discussed Shanks & Vadillo's selection of additional field experiments that led to their conclusion of a publication bias. We updated Chen et al.'s meta-analysis to include relevant studies conducted since that study's publication. The present meta-analysis reproduced the original findings in Chen et al. (field: k = 11, N = 534, d = 0.67). The updated findings are consistent with: (i) laboratory findings, (ii) the findings obtained in field experiments on consciously set goals and (iii) goal setting theory (Latham & Locke, 2018 In Handbook of industrial, work & organizational Psychology, vol. 1 (eds D Ones, N Anderson, C Viswesvaran, H Sinangil), pp. 103–124).
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Gary P. Latham, Guy Itzchakov
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Goal Setting
Four experiments were conducted to determine whether participants’ awareness of the performance criterion on which they were being evaluated results in higher scores on a criterion-valid situational interview (SI) where each question either contains or does not contain a dilemma. In the first experiment, there was no significant difference between those who were or were not informed of the performance criterion that the SI questions predicted. Experiment 2 replicated this finding. In each instance, the SI questions in these two experiments contained a dilemma. In a third experiment, participants were randomly assigned to a 2 (knowledge/no knowledge provided of the criterion) X 2 (SI dilemma/no dilemma) design. Knowledge of the criterion increased interview scores only when the questions did not contain a dilemma. The fourth experiment revealed that including a dilemma in a SI question attenuates the ATIC-SI relationship when participants must identify rather than be informed of the performance criterion that the SI has been developed to assess.
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