Listen to this: Why consumer behavior researchers should care about listening
Abstract
Consumers’ decisions are intricately interwoven with their conversations. Whether it
is an animated discussion with a trusted friend extolling the virtues of a newly
acquired car (i.e., Word-of-Mouth), an engaging dialogue with a salesperson, or a clarifying call to a help center seeking guidance on a just-purchased smartwatch, every
exchange hinges on a pivotal factor: the quality of listening. Listening quality shapes
perceptions, affects social influence, drives behavioral intentions, and, ultimately,
determines purchase and post-purchase outcomes. Yet, despite its importance to
these consumer behavior outcomes, listening has received scant attention in consumer psychology. In this paper, we review the effects of listening on consumer
behavior-relevant outcomes and unpack the components of quality listening to
reveal their independent mechanisms. We also point to new frontiers in listening
research beyond the in-person, dyadic interactions that have been the primary focus
of listening research to date. By doing this, we elucidate how listening and consumer
behavior are connected and encourage more research on listening in consumer
psychology.
Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution
Eli Vinokur, Avinoam Yomtovian, Marva Shalev Marom, Guy Itzchakov and Liat Baron
Listening
Navigating conflicts is crucial for promoting positive relationships between
pupils, teachers, and parents. The objective of this paper is to present Social-
Based Learning and Leadership (SBL), an innovative approach to group dynamics
and conflict resolution within the school setting, aiming to foster meaningful
relationships and personal and social growth. The methods of SBL focus on
group evolution by navigating conflicts rooted in higher needs while balancing
the interplay of separation and connection. It proactively embeds prosocial
values and conduct into the school culture, with teachers prioritizing the
wellbeing of others, fostering shared problem-solving, and positive feedback
amid conflicts. Teachers acquire tools to transform the classroom into a “social
laboratory” and constructmeaningful partnerships with parents. Practical conflict
management within the SBL framework involves dynamic group discussions,
shifting fromother blaming to accountability, and reflective group introspection.
Experiential learning through crafted case studies and role-plays enhances
students’ conflict management skills by fostering perspective-taking and
inclusiveness.We conducted a qualitative case study in an SBL training in a school
from 2020 to 2023. These conflict management processes allow the school
community to reimagine conflict as an invaluable educational opportunity,
equipping pupils with essential soft skills for navigating the challenges of the
21st century.
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Puzzles of Interpersonal Listening: Conflicting Findings, Theories, and Future Research
Guy Itzchakov, Graham D. Bodie
Listening
Listening is widely recognized as essential to human interaction, yet research on it remains conceptually fragmented and
theoretically inconsistent. Although extensive evidence shows that good listening benefits emotional, cognitive, motivational,
and relational outcomes, the field lacks consensus about what listening is, how it should be defined, and under what conditions it helps or hinders interaction. This article synthesizes these tensions by identifying 10 core “listening puzzles” that
reveal contradictions in existing theories and findings: (1) what constitutes good listening and its dimensions such as empathy
and non‐judgment; (2) the paradox of distraction and invisible inattention; (3) the relationship between listening and
agreement; (4) when listening requires follow‐up action; (5) the benefits and risks of silence; (6) asymmetries between
speakers' and listeners' perceptions; (7) the dual role of question‐asking; (8) the role of paraphrasing in demonstrating active
engagement and non‐judgmentalness; (9) the balance between speaking and listening; and (10) the link between listening and
personality. Together, these puzzles demonstrate that listening is neither a fixed skill nor a uniformly positive behavior, but a
context‐dependent, relational process shaped by perception, goals, and situational norms. By mapping these puzzles, the
article provides a foundation for a more integrated and nuanced understanding of how listening operates across interpersonal
and social contexts.
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