The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and...

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The Consumer as an Individual

Transcript of The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and...

Page 1: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

The Consumer as an Individual

Page 2: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.1 Model of the Motivation Process

LearningLearning

Needs wants,

and desires

Needs wants,

and desires

TensionTension

Goal or need

fulfill-ment

Goal or need

fulfill-ment

DriveDrive BehaviorBehavior

Cognitive processes

Cognitive processes

Tension reduction

Tension reduction

Page 3: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Types of Needs

• Innate Needs– Physiological (or biogenic) needs that are

considered primary needs or motives

• Acquired needs– Generally psychological needs that are

considered secondary needs or motives

Page 4: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Goals

• Generic Goals– the general categories of goals that consumers

see as a way to fulfill their needs– e.g., “I want to get a graduate degree.”

• Product-Specific Goals– the specifically branded products or services

that consumers select as their goals– e.g., “I want to get an MBA in Marketing from

Im/Sciences or Lums etc.”

Page 5: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

The Selection of Goals

• The goals selected by an individual depend on their:– Personal experiences– Physical capacity– Prevailing cultural norms and values– Goal’s accessibility in the physical and social

environment

Page 6: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.3 Achieving Goals by

Subscribing to a Magazine

Page 7: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.4 Different Appeals for Same Goal Object

Page 8: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Motivations and Goals

• Positive Motivation– A driving force

toward some object or condition

• Approach Goal– A positive goal

toward which behavior is directed

• Negative Motivation– A driving force

away from some object or condition

• Avoidance Goal– A negative goal from

which behavior is directed away

Page 9: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Rational Versus Emotional Motives

• Rationality (logical) implies that consumers select goals based on totally objective criteria such as size, weight, price, or miles per gallon

• Emotional motives imply the selection of goals according to personal or subjective criteria

Page 10: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

The Dynamic Nature of Motivation

• Needs are never fully satisfied• New needs emerge as old needs are

satisfied• People who achieve their goals set new and

higher goals for themselves

Page 11: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.6 New and Higher Goals Motivate Behavior

Page 12: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.7 Changing Consumer

Needs

Page 13: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Frustration

Failure to achieve a goal may result in frustration. Some

adapt; others adopt defense mechanisms to protect their ego.

Page 14: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Defense Defense MechanismMechanism

Methods by which people mentally

redefine frustrating situations to protect

their self-images and their self-esteem.

Page 15: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Table 4.2 Defense Mechanisms

• Aggression• Rationalization• Regression• Withdrawal

• Projection

• Identification

Page 16: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Arousal of Motives

• Physiological arousal• Emotional arousal• Cognitive arousal• Environmental arousal

Page 17: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Philosophies Concerned With Arousal of Motives

• Behaviorist School– Behavior is response to stimulus– Elements of conscious thoughts are to be

ignored– Consumer does not act, but reacts

• Cognitive School– Behavior is directed at goal achievement– Need to consider needs, attitudes, beliefs, etc.

in understanding consumer behavior

Page 18: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Physiological Needs(Food, water, air, shelter, sex)

Safety and Security Needs(Protection, order, stability)

Social Needs(affection, friendship, belonging)

Figure 4.9 Maslow’s Hierarchy of Needs

Ego Needs(Prestige, status, self esteem)

Self-Actualization(Self-fulfillment)

Page 19: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Table 4.3 Murray’s List of Psychogenic Needs

Needs Associated with Inanimate (unresponsive) Objects:Acquisition, Conservancy, Order, Retention, Construction

Needs Reflecting Ambition, Power, Accomplishment, and Prestige:

Superiority, Achievement, Recognition, Exhibition,

Needs Connected with Human Power:Dominance, Deferrence, Similance, Autonomy,

Page 20: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Table 4.3 Murray’s List of Psychogenic Needs

Sado-Masochistic Needs :Aggression,

Needs Concerned with Affection between People:Affiliation, Rejection,

Needs Concerned with Social Intercourse: Exposition

Page 21: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Figure 4.10 Appeal to Egoistic Needs

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Figure 4.11 Appeal to

Self-Actualization

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A Trio of Needs

• Power– individual’s desire to control environment

• Affiliation– need for friendship, acceptance, and belonging

• Achievement– need for personal accomplishment– closely related to egoistic and self-actualization

needs

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Figure 4.12 Appeal to

Power Needs

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Figure 4.13 Appeal to Affiliation

Needs

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Figure 4.14 Appeal to

Achievement Needs

Page 27: The Consumer as an Individual. Figure 4.1 Model of the Motivation Process Learning Needs wants, and desires Tension Goal or need fulfill- ment Goal or.

Motivational Motivational ResearchResearch

Qualitative research designed to uncover

consumers’ subconscious or hidden

motivations. Consumers are not always aware of, or

may not wish to recognize, the basic reasons underlying

their actions.