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.
Guy Itzchakov, Netta Weinstein, Eli Vinokur, Avinoam Yomtovian
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Listening
Training teachers to listen may enable them to experience increasingly attentive and open peer relationships at work. In the present research, we examined the outcomes of a year-long listening training on school teachers' listening abilities and its downstream consequences on their relational climate, autonomy, and psychological safety. Teachers in two elementary schools engaged in a similar listening training program throughout the entire school year. The measures included indicators of a supportive relational climate that are known to be important to teacher well-being, namely, autonomy, psychological safety, and relational energy. Results of growth curve modeling showed linear increases in all three outcomes, such that more listening training corresponded to a more positive relational climate. Specifically, the teachers reported increasingly higher quality listening from their group member teachers, felt more autonomy satisfied, psychologically safe, and relationally energetic. Furthermore, latent growth curve modeling indicated that the teachers' listening perception was positively and significantly associated with all three outcomes. We concluded that listening training is associated with teachers perceiving higher quality listening from their peers and, therefore, feeling more autonomy-satisfied, psychologically safe, and relationally energetic and discussing theoretical and practical implications.
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Asaf Mazar, Guy Itzchakov, Alicea Lieberman, and Wendy Wood
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Attitudes
This research tests a novel source of resistance to social influence—the automatic repetition of habit. In three experiments, participants with strong habits failed to align their behavior with others. Specifically, participants with strong habits to drink water in a dining hall or snack while working did not mimic others’ drinking or eating, whereas those with weak habits conformed. Similarly, participants with strong habits did not shift expectations that they would act in line with descriptive norms, whereas those with weak habits reported more normative behavioral expectations. This habit resistance was not due to a failure to perceive influence: Both strong and weak habit participants’ recalled others’ behavior accurately, and it was readily accessible. Furthermore, strong habit participants shifted their normative beliefs but not behavior in line with descriptive norms. Thus, habits create behavioral resistance despite people’s recognition and acceptance of social influence.
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