INSTITUTE OF PSYCHOLOGY

New publication!

Henn, L., Otto, S., & Kaiser, F. G. (2020). Positive spillover: The result of attitude change. Journal of Environmental Psychology 69, 101429. 

Open access for 50 days: https://authors.elsevier.com/a/1ay1QzzKD4ERg

Available at: https://doi.org/10.1016/j.jenvp.2020.101429

Abstract:

Behavioral spillover is the phenomenon when a behavior change is accompanied by subsequent changes in other behaviors related to the same goal (e.g., environmental protection). We propose to understand behavioral spillover as the result of attitude change. According to the Campbell Paradigm (see Kaiser, Byrka, & Hartig, 2010), pro-environmental behaviors are an expression of a person's environmental attitude. The higher the person's level of environmental attitude, the more behavioral costs the person will endure to perform pro-environmental behaviors. Thus, if the person's attitude changes, what is commonly called behavioral spillover will occur: For all pro-environmental behaviors, the person's likelihood of engaging in any one of them will increase. We illustrate this argument by presenting a secondary analysis of data showing that an attitude change results in the frequencies of various pro-environmental behaviors increasing by 3.5% on average. Our proposed model of spillover enforces the idea that those who wish to promote sustainable pro-environmental behavior must inspire changes in people's environmental attitudes instead of attempting to change specific behaviors.

New publication!

Kaiser, F. G., Henn, L., & Marschke, B. (in press). Financial rewards for long-term environmental protection. Journal of Environmental Psychology. 

Open access until May 22, 2020: https://authors.elsevier.com/a/1aqpfzzKD4EMD

Available at: https://doi.org/10.1016/j.jenvp.2020.101411

Abstract:

Monetary rewards are effective for promoting environmental protection. But can protecting the environment for financial reasons result in durable increases in people's inherent motivation to protect the environment—that is, their environmental attitude? With this research, we aimed to experimentally test the long-term efficacy of financial incentive/reward interventions. We randomly assigned a sample of 336 (mostly) students to either of two conditions. Participants in the treatment condition were offered a financial reward for choosing vegetarian lunches. As expected, we found that the monetary reward increased the proportion of vegetarian lunches regardless of students' preexisting environmental attitude levels. The following week, after the financial reward was discontinued, environmental attitude continued to account for the proportion of vegetarian meals, whereas the previous receipt of a financial reward no longer had an effect. Thus, the long-term efficacy of monetary rewards, at least under the conditions of this research, seems questionable.

New publication concerning scale development end educational psychology!

Otto, S., Körner, F., Marschke, B. A., Merten, M. J., Brandt, S., Sotiriou, S., et al. (2020). Deeper learning as integrated knowledge and fascination for science. International Journal of Science Education, 1-28.

Available at: https://doi.org/10.1080/09500693.2020.1730476

Abstract: For scholars and policy-makers alike, deeper learning has been a promising paradigm for fostering students’ interest in and mastery of science, technology, engineering, and mathematics (STEM). Deeper learning is assumed to result in a more thorough understanding of a subject that endures the test of time. To reach this level, a fascination with the subject matter is thought to be a critical motivational element. The focus of our study was to measure the two core consequences of deeper learning: the extent of knowledge integration and the level of fascination with the subject matter (in this case, science and technology). Using a sample of sixth graders from Greece, Finland, France, and Portugal (N = 1,261), we explored the measurement properties of the two newly developed instruments. Both of our deeper learning assessment tools showed satisfactory measurement properties (i.e. fit indices and reliabilities). More importantly, both tools were able to cover a broad range of integrated knowledge and fascination, and thus, they can be used to differentiate between sixth-grade European students with low to high levels of fascination and knowledge. These properties of our assessment tools and their out-of-the-box availability will help foster more empirical research and the development of the deeper learning paradigm.

In 2019 new publications by our department are available:

Introducing a new conformity scale

Brügger, A., Messner, C., Dorn, M., & Kaiser, F. G. (2019). Conformity within the Campbell Paradigm: Proposing a new measurement instrument. Social Psycho­lo­gy, 50, 133-144.

Abstract:

Conformity – people’s propensity to comply with the norms and expectations of others – is an important driver of behavior. In this research, we develop a measure of people’s level of conformity which is grounded in an innovative paradigm from attitude research. By relying on relatively easy-to-answer questions about past activities, the new scale addresses some of the conceptual and methodical shortcomings of existing conformity measures. Using a sample of 1,398 people, we calibrated individuals’ claims about how they have conformed with norms, conventions, and the expectations of others in the past. Even though some conformity items seem somewhat gender sensitive, all 33 of them nevertheless form a fairly reliable Rasch scale (rel = .67). Convergent and discriminant validity were corroborated with substantial overlaps with traditional conformity, social desirability, and conscientiousness measures, and with a moderate negative correspondence with people’s desire for uniqueness. Incremental and explanatory validity was provided in a quasi-experiment (n = 152) on evaluations of commercials.

Keywords: social behavior, nonconformity (personality), Rasch model, attitude measurement, Campbell paradigm

Re-interpretation of the Tripartite Model in the Campbell Paradigm

Kaiser, F. G. & Wilson, M. (2019). The Campbell Paradigm as a behavior-predictive reinterpretation of the classical tripartite model of attitudes. European Psychologist, 24, 359-374.

Abstract:

 In this article, we introduce the “Campbell Paradigm” as a novel variant of Rosenberg and Hovland’s (1960) tripartite model of attitudes. The Campbell Paradigm is based on a highly restricted measurement model that speaks of a compensatory relation between a person’s latent attitude and the costs that come with any specific behavior. It overcomes the overarching weakness of the original tripartite model (i.e., its relative irrelevance for actual behavior) and offers a parsimonious explanation for behavior. Even though this seems attractive, we also discuss why the paradigm has not gained momentum in the 50 years since it was originally proposed by Donald T. Campbell. To demonstrate the paradigm’s suitability even when implemented with an unrefined instrument in a domain where it has not been used previously, we apply the paradigm to a classic data example from attitude research from the 1984 US presidential election to account for the electorate’s voting intentions and actual voting behaviors.

Keywords: attitudes, attitude-behavior consistency, attitude measurement, tripartite model, Campbell Paradigm

Development of children's environmental attitude and behavior

Otto, S., Evans, G. W., Moon, M. J., & Kaiser F. G. (2019). The development of children’s en­vironmental at­ti­tu­de and behavior. Global Environmental Change 58, 101947.

Abstract:

Environmental attitude and behavior are at the roots of a sustainable future, yet little is known about their developmental origins in early childhood. This longitudinal study is the first to examine how children’s environmental attitude and behavior develop throughout childhood (ages 7 to 18, N = 118). Environmental attitude and behavior form around the age of 7, increase until the age of 10, level off until the age of 14, and then decline again. Environmental behavior develops from childhood to early adolescence and starts consolidating from age 10 onwards, whereas environmental attitude remains in flux at least through early adulthood.

Keywords: environmental behavior, conservation (ecological behavior), environmental attitudes, child development trends

New publication!

Henn, L., Taube, O., & Kaiser, F. G. (2019). The role of environmental attitude in the efficacy of smart-meter-based feedback interventions. Journal of Environmental Psychology, 63, 74-81.

Open access for 50 days: https://authors.elsevier.com/a/1YwTCzzKD0Pot

Available at: https://doi.org/10.1016/j.jenvp.2019.04.007

Abstract:

When implemented in the field, smart-meter-based feedback interventions typically lag behind the presumed energy-saving potential of the technology. As we and others argue, part of the problem is that such interventions do not work equally well for everyone. The significance of a feedback intervention for actual energy savings depends on the rigor with which people make use of smart-meter-based information. In a quasi-experiment (N=186), we expectedly found that registering for a web portal that provided smart-meter-based feedback led to moderate energy savings conditional on a person's environmental attitude level. Apparently, a person's attitude discloses itself in the rigor with which this person makes use of an energy-saving opportunity. Hence, to effectively restrain consumption and save energy, environmental attitude is essential because, not only must people make appropriate behavioral choices, but they must also rigorously implement these choices.