Schiff cb ce_04

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  • 1. Copyright 2006 Pearson Education Canada Inc 1 Chapter 4 Personality, Self-Image, and Life Style Consumer Behaviour Canadian Edition Schiffman/Kanuk/Das
  • 2. Copyright 2006 Pearson Education 4-2 Opening Vignette Do you see yourself as beautiful? Only1% of all women see themselves as beautiful Most ads portray an ideal image that is unattainable Doves Campaign for Real Beauty http://www.dove.ca
  • 3. Copyright 2006 Pearson Education 4-3 What Is Personality? The inner psychological characteristics that both determine and reflect how a person responds to his or her environment.
  • 4. Copyright 2006 Pearson Education 4-4 The Nature of Personality Personality reflects individual differences Personality is consistent and enduring Personality can change
  • 5. Copyright 2006 Pearson Education 4-5 Theories of Personality Freudian theory Unconscious needs or drives are at the heart of human motivation Three interacting systems Id: primitive and impulsive drives Superego: Individuals internal expression of societys moral and ethical codes of conduct Ego: Individuals conscious control continued
  • 6. Copyright 2006 Pearson Education 4-6 Theories of Personality Neo-Freudian personality theory Social relationships are fundamental to the formation and development of personality e.g., CAD theory
  • 7. Copyright 2006 Pearson Education 4-7 Horneys CAD Theory Using the context of child-parent relationships, individuals can be classified into: Compliant individuals Aggressive individuals Detached individuals
  • 8. Copyright 2006 Pearson Education 4-8 CAD theory Compliant Personality One who desires to be loved, wanted, and appreciated by others. Aggressive Personality One who moves against others (e.g., competes with others, desires to excel and win admiration). Detached Personality One who moves away from others (e.g., who desires independence, self-sufficiency, and freedom from obligations).
  • 9. Copyright 2006 Pearson Education 4-9 Theories of Personality Contd Cognitive Theories of Personality Personality as differences in cognitive processes (how consumers process and react to information)
  • 10. Copyright 2006 Pearson Education 4-10 Need for Cognition (NC) A persons craving for enjoyment of thinking High NC consumers are likely to: Relate better to written messages Want product-related information Spend more time processing print ads Enjoy using the internet to get information
  • 11. Copyright 2006 Pearson Education 4-11 Visualizers Vs Verbalizers A persons preference for information presented visually or verbally Visualizers require strong visual elements in ads Verbalizers prefer written information, print ads, question-answer format
  • 12. Copyright 2006 Pearson Education 4-12 Theories of Personality Contd Trait theory Quantitative approach to personality as a set of psychological traits Single-trait or multiple-trait theories
  • 13. Copyright 2006 Pearson Education 4-13
  • 14. Copyright 2006 Pearson Education 4-14 Trait Theories Contd Consumer materialism The extent to which a person is considered materialistic Fixed consumption behaviour Consumers fixated on certain products or categories of products Compulsive consumption behaviour Addicted or out-of-control consumers
  • 15. Copyright 2006 Pearson Education 4-15 Consumer InnovativenessConsumer Innovativeness The degree to which consumers are receptive to new products, new services or new practices. Consumer innovators are likely to: Score lower on dogmatism Score higher on need for uniqueness Have higher optimum stimulation levels Have higher need for sensation seeking and variety seeking behaviours
  • 16. Copyright 2006 Pearson Education 4-16 Consumer Materialism Possessions seen as for ones identity Materialistic People Value acquiring and showing-off possessions Are particularly self-centered and selfish Seek lifestyles full of possessions Have many possessions that do not lead to greater happiness
  • 17. Copyright 2006 Pearson Education 4-17 Consumer Ethnocentrism Ethnocentric consumers feel it is wrong to purchase foreign-made products They can be targeted by stressing nationalistic themes
  • 18. Copyright 2006 Pearson Education 4-18 Research Insight: From Consumer Materialism to Compulsive Consumption Consumer materialism The extent to which a person is considered materialistic Fixed consumption behaviour Consumers fixated on certain products or categories of products Compulsive consumption behaviour Addicted or out-of-control consumers
  • 19. Copyright 2006 Pearson Education 4-19 Fixated Consumption Behaviour Consumers have a deep interest in a particular object or product category a willingness to go to considerable lengths to secure items in the category of interest the dedication of a considerable amount of discretionary time and money to searching out the product Examples: collectors, hobbyists
  • 20. Copyright 2006 Pearson Education 4-20 Sample Items to Measure Compulsive Buying 1. When I have money, I cannot help but spend part or the whole of it. 2. I am often impulsive in my buying behaviour. 3. As soon as I enter a shopping center, I have an irresistible urge to go into a shop to buy something. 4. I am one of those people who often responds to direct mail offers. 5. I have often bought a product that I did not need, while knowing I had very little money left.
  • 21. Copyright 2006 Pearson Education 4-21 Brand Personality Personality-like traits associated with brands Volvo - safety Perdue - freshness Nike - the athlete BMW - performance Levis 501 - dependable and rugged
  • 22. Copyright 2006 Pearson Education 4-22
  • 23. Copyright 2006 Pearson Education 4-23 (continued)
  • 24. Copyright 2006 Pearson Education 4-24 Figure 4-11 (continued)
  • 25. Copyright 2006 Pearson Education 4-25 Personality and Marketing Strategy Identify relevant personality traits Target consumers with the relevant personality traits Develop promotional messages that appeal to consumers with specific personality traits Develop a personality for the brand
  • 26. Copyright 2006 Pearson Education 4-26 Self and Self-Image Self-image: A persons perceptions of his/her self People have multiple selves Different selves in different situations
  • 27. Copyright 2006 Pearson Education 4-27 Actual Self- Image Ideal Self-Image Ideal Social Self-Image Social Self-Image Expected Self-Image Different Self-Images
  • 28. Copyright 2006 Pearson Education 4-28 Different Self-Images Actual Self-Image How you see your self Ideal Self-Image How you would like to see yourself Social Self-Image How you think others see you Ideal Social Self-Image How you would like others to see you continued
  • 29. Copyright 2006 Pearson Education 4-29 Different Self-Images- Contd Expected Self-Image How you expect to be in the future Ought-to Self The qualities that you think you should possess
  • 30. Copyright 2006 Pearson Education 4-30 Possessions Act as Self-Extensions By allowing the person to do things that otherwise would be very difficult By making a person feel better By conferring status or rank By bestowing feelings of immortality By endowing with magical powers
  • 31. Copyright 2006 Pearson Education 4-31