How to motivate - PowerPoint PPT Presentation

About This Presentation
Title:

How to motivate

Description:

Title: Slide 1 Author: SGuo Last modified by: Bamberg Created Date: 5/9/2005 5:27:43 PM Document presentation format: Bildschirmpr sentation (4:3) Company – PowerPoint PPT presentation

Number of Views:47
Avg rating:3.0/5.0
Slides: 69
Provided by: sguo5
Category:
Tags: class | latent | model | motivate

less

Transcript and Presenter's Notes

Title: How to motivate


1
How to motivate normal people to behave in a
more proenvironmental way?
  • Sebastian Bamberg
  • University of Applied Science Bielefeld
  • Sebastian.bamberg_at_fh-bielefeld.de

2
The Problem
  • CO2 emissions are the central cause of climate
    change.
  • Contribution of consumers behavior to
    CO2-emissions
  • Transport ca. 20
  • Home energy use (heating/cooling) ca. 35
  • Nutrition (meat consumption) ca. 20

3
The Problem
  • With growing insight into the harmful impact on
    the earths ecosystems of the lifestyles pursued
    in industrialized societies, behavioral change
    has become a central focus not only of climate
    protection policy but also of environmental
    psychology as an applied science.

4
The Problem
  • How can we persuade people
  • to switch transport modes,
  • appliance choices,
  • and eating habits
  • in a way that will reduce their damaging impact
    on the environment?

5
The Role of Psychology
  • It is trivial that problem awareness is a first
    precondition for behavioral change.
  • Does problem awareness (high environmental
    consciousness) directly motivates behavioral
    change?

6
The Role of Psychology
  • In Germany about 75 of the population view
    climate change as one of the most serious threats
    humanity is confronted with.
  • However, only 9 are willing to personally adopt
    behaviors which would effectively contribute to
    the reduction of this threat.

7
Central Questions
  • Obviously, even if people are aware of a problem
    it is a long way to actually change own behavior.

8
The Role of Psychology
  • What motivates a person to critically reevaluate
    her/his current behavior?
  • How does a behavioral change goal develop, how is
    it transformed into a concrete behavioral change
    strategy?
  • How do individuals overcome the problems they
    encounter when trying to implement this new
    behavioral strategy?

9
STAGE MODELS
  • In psychology stage models provide an interesting
    approach for answering these questions.
  • Stage models explicitly focus on the dynamic,
    temporal aspects of behavioral change.

10
STAGE MODELS
  • The central theoretical assumption underlying all
    stage models
  • Behavioral change could be best modelled as a
    persons transition through a sequence of
    qualitatively different stages of behavioral
    change.
  • In health psychology the Transtheoretical Modell
    (Prochaska Velicer, 1997) is a well known stage
    model.

11
Stage Model of Self-regulated behavioral Change
(SSBC, Bamberg 2011)
  • Construes change as a process involving progress
    through a series of four stages
  • Predecisional stage
  • Preactional stage
  • Actional stage
  • Postactional stage

12
Stage Model of Self-regulated behavioral Change
(SSBC)
  • These stages of behavioral change reflect
  • four
  • timely ordered,
  • qualitatively different
  • TASKS
  • people have to solve for turning desired goals
    into behavioral practices.

13
Stage Model of Self-regulated behavioral Change
(SSBC, Bamberg 2011)
  • The formation of the three intention types
  • goal-intention
  • behavioral intention
  • implementation intention
  • indicates that a person has successfully solved
    the respective stage specific task and can move
    on to the next stage.

14
Stage Model of Self-regulated Behavioral Change
  • Mind set of people in the predecisional stage
  • Perform the problem behavior on a regular,
    habitual basis.
  • Are not fully aware of the negative consequences
    associated with this behavior, and thus see no
    reasons for behavioral change.
  • Confronting people in this stage with a direct
    request to change their behavior runs the risk of
    triggering reactance.

15
  • Stage Model of Self-regulated behavioral Change
    (SSBC) -Task of the first PRE-DECISIONAL stage

Preactional Stage
Actional Stage
Predecisional Stage
Postactional Stage
Transition point
Transition point
Transition point
Goal Intention
Behavioral Intention
Implementation Intention
Motivation task Raising doubts
Motivational task Selecting a change strategy
Motivational task Implemention of the change
strategy
Motivational task Habitualising the new behavior
16
Stage Model of Self-regulated Behavioral Change
  • Mind set of people in the preactional stage
  • People already have the general goal of changing
    their current behavior (high goal intention).
  • However, because several actions (e.g. cycling,
    walking, public transport) could normally be used
    as a means to achieve this goal (e.g. car
    reduction), the task confronting them is to
    select the personally most suitable behavioral
    strategy.

17
  • Stage Model of Self-regulated behavioral Change
    (SSBC)- Task of the second PRE-ACTIONAL stage

Preactional Stage
Actional Stage
Predecisional Stage
Postactional Stage
Transition point
Transition point
Transition point
Goal Intention
Implementation Intention
Behavioral Intention
Motivation task Raising doubts
Motivational task Selecting a change strategy
Motivational task Implemention of the change
strategy
Motivational task Habitualising the new behavior
18
Stage Model of Self-regulated Behavioral Change
  • Mind set of people in the actional stage
  • People not only possess a strong goal intention
    but also have formed a strong behavioral
    intention that is, they have made a decision on
    which new behavioral strategy they want to test
    instead of the old one.
  • However, people often have difficulties to
    translate their good behavioral intentions into
    real action. That is, people often fail to do the
    things that they say they intent to do or fail to
    avoid doing things that they do not want to do
    (Orbell Sheeran, 1998).

19
  • Stage Model of Self-regulated behavioral Change
    (SSBC)- Task of the third ACTIONAL stage

Preactional Stage
Actional Stage
Predecisional Stage
Postactional Stage
Transition point
Transition point
Transition point
Goal Intention
Behavioral Intention
Implementation Intention
Motivation task Raising doubts
Motivational task Selecting a change strategy
Motivational task Implemention of the change
strategy
Motivational task Habitualising the new behavior
20
Stage Model of Self-regulated Behavioral Change
  • Mind set of people in the postactional stage
  • Persons actually perform the selected new
    behavior for some time.
  • In this stage they reflect on the experiences
    they have made with the new behavior and compare
    it critically with the old behavior.
  • As a result, the main intervention task in this
    stage is twofold to provide feedback on how
    successfully they have achieved their personal
    change goal and to help them to cope with the
    temptation to relapse to the old behavior.

21
  • Stage Model of Self-regulated behavioral Change
    (SSBC)- Task of the forth POST-ACTIONAL stage
  • Evaluating what has achieved and to decide
    whether further action is necessary.
  • Struggling with temptation that is, preventing a
    relapse into the old behavior.

Preactional Stage
Actional Stage
Predecisional Stage
Postactional Stage
Transition point
Transition point
Transition point
Goal Intention
Behavioral Intention
Implementation Intention
Motivation task Raising doubts
Motivational task Selecting a change strategy
Motivational task Implemention of the change
strategy
Motivational task Habitualising the new behavior
22
  • Stage Model of Self-regulated behavioral Change
    (SSBC)
  • How to explain the formation of the three
    critical transition points
  • For intervention development precise information
    is needed concerning the determinants of the
    three critical intention types.
  • These intention determinants are the direct
    intervention targets.

23
  • SSBC - Processes contributing to the formation of
    a goal intention

Pre-decisional Stage
Pre-actional Stage
Transition point
24
  • SSBC - Processes contributing to the formation of
    a behavioral intention

Pre-actional stage
Actional Stage
Attitudes toward alternative behavioral strategies
Goal intention
Behavioral intention
Perceived behaviroal control over alternative
behavioral strategies
Perceived goal feasibility
25
  • SSBC- Processes contributing to the formation of
    an implementation intention

Actional Stage
Postactional Stage
Coping and action planning abilities
Behavioral Intention
Implementation Intention
New habit
Maintenance Self-efficacy
Perceived behaviroal control
26
  • SSBC- Processes contributing to the maintenance
    of the new behavior

Postactional Stage
Maintenance Self-efficacy
Implementation Intention
New habit
Recovery Self-efficacy
27
  • The stage model of self-regulated behavioral
    change

28
  • Model specific focus Developing and testing
    action hypotheses for the SSBC.

29
Interventions targeting people in the
predecisional stage.
  • The SSBC provides clear guidelines on which
    strategies interventions targeting people in the
    predecisional stage should focus on
  • enhancing problem awareness
  • increasing acceptance of personal responsibility
  • making social norms salient
  • strengthening perceived ability to change current
    behavior and
  • promoting the formation of a clear and
    challenging, but not excessive personal change
    goal.

30
Interventions targeting people in the
predecisional stage.
  • However, because of the aforementioned risk of
    eliciting reactance, the intervention should
    include not only arguments promoting behavioral
    change but also elements trying to reduce
    reactance.
  • Research (e.g., Knowles Riner, 2007) has
    indicated that one of the most effective ways to
    reduce reactance is to merely acknowledge the
    fact that the person might feel some resistance.

31
Interventions targeting people in the preactional
stage
  • The main task people are confronted with in this
    stage is to select the personally most suitable
    behavioral strategy.
  • Consequently, the main intervention goal in this
    stage is to provide more knowledge about the pros
    and cons as well as the personal feasibility of
    behavioral alternatives, and then help people to
    select their personally most suitable behavioral
    alternative

32
Interventions targeting people in the preactional
stage
  • Besides promoting arguments, interventions for
    people in the preactional stage should also
    include arguments targeting potential sources of
    reactance/resistance
  • According to Knowles and Riner (2007), one
    effective strategy to deal with concerns about an
    offer consists in giving guarantees.
  • In the mobility case for example, participants
    could be offered a possibility to test whether
    public transport services fit their purposes with
    a free one-week travel pass.

33
Interventions targeting people in the actional
stage.
  • In this stage the main task people are confronted
    with is to translate their good behavioral
    intentions into real action.
  • Gollwitzer (1999 Gollwitzer Sheeran, 2006)
    proposed that explicitly motivating people to
    plan the when, where, and how to enact the
    intended new behavior is a simple and effective
    strategy for dealing with this problem.

34
Interventions targeting people in the
postactional stage
  • In this stage people are reflecting on the
    experiences they have made with the new behavior
    and are comparing it critically with the old
    behavior.
  • As a result, the main intervention task in this
    stage is twofold to provide feedback on how
    successfully they have achieved their personal
    change goal and to help them to cope with the
    temptation to relapse to the old behavior.

35
Interventions targeting people in the
postactional stage
  • As a consequence, besides repeating and
    strengthening the positive consequences
    associated with the new behavior and helping them
    to overcome barriers, the focus of interventions
    should be on providing social support.
  • This could be done by explicitly thanking and
    praising people for their good decision and
    offering them a small gift in recognition.

36
Interventions targeting people in the
postactional stage
  • Besides asking them whether they need additional
    information, another intervention element for
    this stage group consists in motivating them to
    think about buying a permanent monthly or annual
    public transport pass.
  • The idea behind this intervention element is to
    increase participants commitment to their
    current behavior and to strengthen its habitual
    nature.

37
From the Model to a Real InterventionThe Berlin
Intervention Study
  • General aim
  • To test the ability of a stage-based phone
    marketing campaign to promote voluntary car use
    reduction for daily trips in Berlin.
  • General logic of the intervention approach
  • Using personal contact (a phone call) to
    motivate car users
  • Tailoring the intervention to the persons
    current behavioral change stage.
  • Combining personal contact with supporting print
    materials
  • Repeating the intervention (2 times)

38
The Berlin Intervention StudyIntervention
Elements
  • Invitation letter contains the stage diagnosis
    tool
  • Specific dialogue modules for the phone contact
    with participants in the
  • pre-decisional stage
  • pre-actional stage
  • actional stage
  • post-actional stage
  • Stage specific support print materials

39
  • Guidelines for Developing Stage-specific
    Intervention Modules Aiming to Trigger Stage
    Transition

40
Intervention Effects
  • H1 The stage-based dialogue marketing
    intervention has a significant effect on
    post-intervention travel behavior.
  • H2 The effect of the stage-based dialog
    marketing intervention is significantly stronger
    than the effect of a standardized information
    intervention.

41
Effect of the Berlin Dialogue Marketing
Campaign on Car Use for Daily Trips ANOVA F (2,
243) 5.31, p lt .01
p .001
p .30
p .01
42
Effect of the Berlin Dialogue Marketing
Campaign on PT Use for Daily Trips ANOVA F (2,
243) 3.31, p lt .05
p .02
p .03
p .80
43
Identification of four Stage Groups
  • H3 With help of the information obtained by a
    newly developed stage measure in the total sample
    four homogeneous subgroups could be identified
    representing the four stage groups of behavioral
    change.

44
The Stage Measure1. part Six statements
representing the stage typical mind-sets
45
The Stage Measure2. part Current behavior
46
Empirical Evidence for the Postulated four Stage
Groups Results of a Latent Class Cluster Analysis
(LCCA)
Half Year Test-Re-Test Reliability gamma .74
rank-correlation .66
47
Post-intervention Behavioral Profils of the four
Stage Groups
Planned contrasts indicate significant
differences in Car und PT use between the two
earlier and to later stages of behavioral
change Furthermore, there is a significant
decrease in car use and increase in PT use from
actional to postactional stage.
48
Testing the role of the three intention types as
stage transition points
  • H4a A strong goal intention is significantly
    associated with the probability of assignment to
    the preactional stage,
  • H4b A strong behavioral intention significantly
    associated with the assignment probability to the
    actional stage,
  • H4c A strong implementation intention
    significantly associated with the assignment
    probability to the postactional stage.

49
Results of a non-proportional ordinal logistic
regression analysis Odds Ratio (OR) Estimates
50
Stage Transition as mechanism mediating the
intervention effect on behavior
  • H5 The intervention triggers a significantly
    stronger transition from earlier to later stages.
  • H6 The intervention effect on behavior is
    mediated by its effect on stage progression
    after controlling for the intervention effect on
    stage transition, the direct intervention effect
    on behavior is no longer significant.

51
Mediates Stage Transition the Intervention
Effect?
52
Predictive power of the stage-specific variable
sets
  • H7 The proposed sets of socio-cognitive
    variables are strong predictors of the three
    transition points goal-intention, behavioral
    intention, and implementation intention.

53
Empirical Model TestStructural Equation Model (N
1.055)
Estimator MLRModel Fit Chi-squ. 1.129,163
df 505 CFI 0.94 TLI 0.94 RMSEA 0.034
Probability RMSEA lt .05 is 1.000
54
Conclusion
  • The presented results provide some evidence that
    stage models may be an interesting framework for
    intervention development.
  • Central limitation
  • Study provides no evidence that stage-based
    interventions are more effective than non-stage
    based interventions.
  • For this purpose other experimental designs are
    needed

55
What intervention techniques are effective in the
pre-decisional stage (promoting the formation of
a goal intention)?
  • Remember
  • Comparing current behavior with important
    personal standards is viewed as critical in the
    pre-decisional stage.
  • Self-Awareness as the critical psychological
    stage.

56
The Induced Hypocrisy Techniques
  • Theoretical basis Cognitive Dissonance Theory
    and Self-Consistency Theory
  • Assumption
  • Rendering salient inconsistencies between actual
    behavior and important self-standards raises
    negative feelings in a person which motivate
    her/him to re-adjust her/his behavior in line
    with her/his self-standards.

57
The Induced Hypocrisy Techniques
  • Procedure
  • The IH paradigm relies on a two-stages procedure.
    In a first, public commitment, stage
    participants are asked to make public statements
    that are supportive of the attitudinal object
    under study (e.g., they have to make public
    statements about the importance of energy
    saveing).
  • In a second, mindfulness, stage they are rendered
    mindful of their own behavioral transgressions of
    their self-standards (e.g., they have to recall
    instances of
  • behaviors in which they did not perform in a
    energy saving way).

58
The Induced Hypocrisy Techniques
  • Procedure
  • People facing such inconsistencies should realize
    that they do not behave in agreement with what
    they preach for others, that is they behave in a
    hypocritical way.

59
The Induced Hypocrisy Techniques
  • Practical implementation
  • A sample of 100 students were unsystematically
    approached on the university campus. Using a
    randomization procedure half of them were
    confronted to a IH procedure (experimental
    group). The other half completed only a
    questionnaire (control group).
  • Participants in the IH condition were asked for a
    contribution for a planned high school lesson
    aiming to promote energy saving behavior.
  • For this purpose participants were asked to allow
    to photograph them. Then they were asked to
    complete the phase Energy saving is important
    for me, because... with a own statement (public
    commitment stage).
  • After that they were asked to complete a scale
    measuring participants actual performance of 10
    energy saving behaviors. Half of the items asked
    for behaviors which are not performed by the
    majority of the German population(e.g., not using
    the plane for vacation trips, always switching of
    the stand by function). The function of the scale
    was to render participants mindful of their own
    behavioral transgressions of their self-standards
    (mindfullness stage)

60
What intervention techniques are effective in the
pre-actional/ actional stage (promoting the
formation of a behavioral/ implementation
intention)?
  • Remember
  • Reflecting about the pros and cons of alternative
    behaviors as well as planning the when, where,
    and how of action initiation are viewed as
    critical in these stages.

61
The MCII - Technique
  • In mental contrasting, people (1) name their most
    important feasible wish that is directed toward
    changing their behavior (e.g., regular physical
    activity), (2) name and imagine the most positive
    outcome of successfully changing their behavior
    (e.g., being in better shape), and (3) name and
    imagine the most critical obstacle that stands in
    the way of wish fulfillment (e.g., being tired
    after work).
  • If participants expect that they can realize
    their wish, mental contrasting leads to strong
    behavioral change intention.

62
The MCIITechnique
  • The thus strengthened behavioral intention is
    then supplemented by a procedure aiming to
    promote the precise planning when, where and how
    to implement this intention (e.g., If the weather
    is fine tomorrow morning, then I will bike to
    work!)
  • The combination of mental contrasting and
    behavioral planning should have a strong impact
    on behavior change because the two strategies
    complement each other.

63
The MCIITechnique
  • Procedure
  • In the first step participants write down four
    items (1) their most important current wish
    regarding physical activity (e.g., biking to
    work) (2) the most positive outcome of realizing
    their wish (e.g., getting into better shape) and
    events and experiences they associated with this
    positive outcome (3) the most critical obstacle
    (e.g., getting up too late) together with events
    and experiences they associated with this
    obstacle.

64
The MCIITechnique
  • Procedure
  • In the next step with the following questions
    participants are motivated to for three
    behavioral plans (1) When and where does the
    obstacle occur, and what can I do to overcome or
    circumvent the obstacle?
  • (2) When and where is an opportunity to prevent
    the obstacle from occurring, and what can I do to
    prevent it from occurring? and
  • (3)When and where is a good opportunity for me to
    act on my wish, and what would this action be?

65
The MCIITechnique
  • Procedure
  • For example, a participant could counter the
    obstacle of
  • getting up too late with the plan If I get up
    too late, then Ill skip the morning news!

66
Effect of the Induced Hypocrisy Technique
Effekte der Hypercrisy-Intervention getrennt für
beide Stage Gruppen
Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Decisional/Actional Decisional/Actional Decisional/Actional Decisional/Actional Decisional/Actional
Control Group Control Group Experimental Group Experimental Group Control Group Control Group Experimental Group Experimental Group
Variable M SD M SD M SD M SD
Social Norm 1.52 1.18 1.73 1.23 1.43 1.18 1.33 1.06
Personal moral norm 2.67 1.16 3.42 0.64 2.96 0.94 2.84 0.85
Goal Intention 2.87 0.92 3.66 0.46 3.27 0.66 3.06 0.65
Behavioral attitude 3.14 0.66 3.55 0.62 3.27 0.67 3.30 0.48
Behavioral PBC 2.98 0.76 3.05 0.88 2.81 0.83 2.78 0.88
Behavioral Intention 2.54 1.03 3.11 0.98 2.82 0.77 2.76 0.76
Implementation Intention 1.63 1.21 2.44 1.33 1.72 1.20 1.80 1.09
67
Effect of the MCII Technique
Effekte der Hypercrisy-Intervention getrennt für
beide Stage Gruppen
Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Predecisional/Preactional Decisional/Actional Decisional/Actional Decisional/Actional Decisional/Actional Decisional/Actional
Control Group Control Group Experimental Group Experimental Group Control Group Control Group Experimental Group Experimental Group
Variable M SD M SD M SD M SD
Social Norm 0.66 0.83 0.49 0.75 0.67 0.77 0.87 1.10
Personal moral norm 0.99 1.01 1.42 1.13 1.99 1.19 2.75 1.01
Goal Intention 1.12 0.98 1.56 1.22 2.27 1.03 3.08 0.86
Behavioral attitude 2.42 0.88 2.46 1.07 3.06 0.69 3.41 0.49
Behavioral PBC 1.57 0.94 1.84 1.15 2.39 1.10 2.94 0.73
Behavioral Intention 1.34 0.90 1.66 1.18 2.34 0.92 3.08 0.63
Implementation Intention 0.79 0.76 1.24 1.30 1.27 1.05 2.11 1.09
Meat Consumption 3.94 3.13 6.00 3.69 3.44 2.69 1.74 2.57
68
Effect of the MCII Technique
Hypocrisy Intervention
MCII Intervention
Attitude (Behavior) R2 .35
.19
.10
.06
.31
.23
.08
.30
.28
.28
Social Norm (Goal) R2 .05
Personal Norm (Goal) R2 .18
Goal Intention R2 .64
Behavioral Intention R2 .73
Implementation Intention R2 .44
Behavior (Meat Consumption) R2 .22
.23
.01
.52
.23
.68
.32
.20
-.46
.29
PBC (Behavior) R2 .51
Goal Feasibility R2 .10
.48
.18
Write a Comment
User Comments (0)
About PowerShow.com