Attitude Formation

Attitude Formation

Psychologists ask a fundamental question: how do attitudes actually form? Like other thoughts and concepts that become part of our cognitive system, attitudes toward different topics, things, and people develop as we interact with others. However, specific conditions lead to the formation of specific attitudes.

In general, attitudes are learned through one’s own experiences and through interaction with others. Some research suggests an inborn aspect of attitudes, but such genetic factors influence attitudes only indirectly, alongside learning. Therefore, most social psychologists have focused on the conditions that lead to the learning of attitudes.

Processes of Attitude Formation

The processes and conditions of learning may differ, resulting in varying attitudes among people.

Learning attitudes by association. Students often develop a liking for a particular subject because of the teacher. They see many positive qualities in that teacher; these positive qualities get linked to the subject she teaches, and ultimately get expressed as liking for the subject. A positive attitude toward the subject is learned through the positive association between a teacher and a student.

Learning attitudes by being rewarded or punished. If an individual is praised for showing a particular attitude, chances are high that she will develop that attitude further. For example, if a teenager does yogasanas regularly and gets the honour of being 'Miss Good Health' in her school, she may develop a positive attitude toward yoga and health in general. Similarly, if a child constantly falls ill because she eats junk food instead of proper meals, the child is likely to develop a negative attitude toward junk food and a positive attitude toward eating healthy food.

Learning attitudes through modelling (observing others). Often we learn attitudes not through association or through reward and punishment, but by observing others being rewarded or punished for expressing thoughts or showing behaviour of a particular kind toward the attitude object. For example, children may form a respectful attitude toward elders by observing that their parents show respect for elders and are appreciated for it.

Learning attitudes through group or cultural norms. Very often, we learn attitudes through the norms of our group or culture. Norms are unwritten rules about behaviour that everyone is supposed to show under specific circumstances. Over time, these norms may become part of our social cognition in the form of attitudes. Learning attitudes through group or cultural norms may actually be an example of all three forms of learning described above — learning through association, reward or punishment, and modelling. For example, offering money, sweets, fruit, and flowers in a place of worship is a normative behaviour in some religions. When individuals see that such behaviour is shown by others, is expected, and is socially approved, they may ultimately develop a positive attitude toward such behaviour and the associated feelings of devotion.

Learning through exposure to information. Many attitudes are learned in a social context, but not necessarily in the physical presence of others. Today, with the huge amount of information provided through various media, both positive and negative attitudes are being formed. By reading the biographies of self-actualised persons, an individual may develop a positive attitude toward hard work and other aspects as the means of achieving success in life.

Factors that Influence Attitude Formation

The following factors provide the context for the learning of attitudes through the processes described above.

1. Family and School Environment. Particularly in the early years of life, parents and other family members play a significant role in shaping attitude formation. Later, the school environment becomes an important background for attitude formation. Learning of attitudes within the family and school usually takes place by association, through rewards and punishments, and through modelling.

2. Reference Groups. Reference groups indicate to an individual the norms regarding acceptable behaviour and ways of thinking. Thus, they reflect learning of attitudes through group or cultural norms. Attitudes toward various topics — such as political, religious, and social groups, occupations, national and other issues — are often developed through reference groups. Their influence is noticeable especially during the beginning of adolescence, at which time it is important for the individual to feel that she belongs to a group. Therefore, the role of reference groups in attitude formation may also be a case of learning through reward and punishment. …