Consumer Behaviour Buying Having and Being Canadian 7th Edition Solomon Solutions Manual 1

Consumer Behaviour, 7e (Solomon)
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CHAPTER 4
Motivation and Values
CHAPTER OBJECTIVES
When students finish this chapter they should:
 Understand that it is important for marketers to recognize that products can satisfy
a range of consumer needs.
 Understand that there are different theories that can be used to predict what will
motivate consumers.
 Understand that consumers can experience different types of motivational

conflicts that can impact their purchase decisions.
 Understand that Maslow’s hierarchy outlines how various levels of needs can
motivate consumers.
 Understand that the way we evaluate and choose a product depends on our degree
of involvement with the product, the marketing message, and/or the purchase
situation.
 Understand that consumers can experience different types of affective responses,

which can influence consumption behaviours.
 Understand that marketers can tap into various discrete emotions to influence
consumer responses.
CHAPTER SUMMARY
 Marketers try to satisfy consumer needs, but the reasons any product is purchased
can vary widely. The identification of consumer motives is an important step in
Copyright © 2017 Pearson Canada Inc.

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Instructor’s Manual for Consumer Behaviour: Buying, Having, Being, 7th Canadian Edition
ensuring that the appropriate needs will be met by a product. Traditional

approaches to consumer behaviour have focused on the abilities of products to
satisfy rational needs (utilitarian motives), but hedonic motives (such as the need
for exploration or fun) also play a role in many purchase decisions.
 As demonstrated by Maslow’s hierarchy of needs, the same product can satisfy

different needs depending on the consumer’s state at the time (i.e., whether basic
physiological needs have already been satisfied). In addition to his or her
objective situation, the consumer’s degree of involvement with the product must
also be considered. This response can also extend to other, similar stimuli in a
process known as stimulus generalization. This process is the basis for such
marketing strategies as licensing and family branding, in which a consumer’s
positive associations with a product are transferred to other contexts.
 Product involvement can range from very low, in which purchase decisions are
made by inertia, to very high, in which consumers form very strong bonds with
what they buy. In addition to considering the degree to which consumers are
involved with a product, marketing strategists also need to assess the extent of
involvement with marketing messages and with the purchase situation.
 Discrete emotions such as happiness, envy, guilt, and embarrassment can

influence a variety of consumer outcomes.
LECTURE/DISCUSSION IDEAS
I. INTRODUCTION – Why consumers do what they do, the forces that drive them
 Consumers' desire for adventure, even tinged with a bit of danger, has meant big
business for the adventure travel industry, which specializes in providing white-
knuckled experiences. Bungee jumping, which originated in 1979, has now been
joined by white-water rafting, sky diving, mountain biking, snowboarding, kite
surfing and other physically stimulating activities that are increasing in popularity.i
II. THE MOTIVATION PROCESS – Causes people to behave as they do
 Goal: desired end state

 Drive: degree of arousal
III. MOTIVATIONAL STRENGTH – Degree to which a person will expend energy to

reach a goal
A. Drive Theory – Biological needs that produce unpleasant situations (hungry)
B. Expectancy Theory – Acts based on desire to achieve desirable outcomes

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Chapter 4: Motivation and Values
Class Interaction Opportunity: Pretend you are explaining motivation/goal/drive/want to

a friend. What would you say? What consumer behaviour examples would you use?
IV. MOTIVATIONAL DIRECTION – Most goals can be achieved in numerous ways
A. Need vs. Wants – A person may need food, but they want a Big Mac
B. Types of Needs
 Biogenic needs: food, water, air, and shelter
 Psychogenic needs: power, status, affiliation
 Utilitarian needs: emphasizes objective, tangible attributes (kms per
litre)
 Hedonic needs: subjective and experiential (excitement, self-
confidence, fantasy)
Class Interaction Opportunity: Bring in examples of magazine ads that demonstrate an

attempt to activate (a) a utilitarian need, (b) a hedonic need, or a (c) psychogenic need.
How would a marketer advertise with respect to fulfilling these needs? How would a
consumer know that one of these needs was fulfilled?
C. Motivational Conflicts – Goals can be positive or negative
1. Approach-Approach Conflict – You want both (spend your spring break:

skiing in the Rockies or swimming in Cancun)
2. Approach-Avoidance Conflict – Desirable products have negative
consequences (gourmet ice cream has high fat content)
3. Avoidance-Avoidance Conflict – Don’t want either (repair your
transmission or buy another car)
Class Interaction Opportunity: Give illustrations of the three major forms of conflict.
(You might find examples of advertisements that demonstrate the three conflict
situations.) How can marketers use these conflicts to serve their consumer markets
effectively?
D. Classifying Consumer Needs – Henry Murray has a set of 20 needs
1. Specific needs and buying behaviour

 Need for achievement – personal accomplishment
 Need for affiliation – the company of others (sports bars)
 Need for power – to control one’s environment (being waited on by
others)
 Need for uniqueness: I wanna be me! (personalized items)
2. Maslow’s hierarchy of needs (physiological, safety, belongingness, ego,

self-actualization; not always stair-step approach)

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Class Interaction Opportunity: Tell the class about a product you could buy that could
fit into all five levels of Maslow's Hierarchy of Needs. Use advertisements that
demonstrate each of the five levels of needs.
E. Motivation and Goal Fulfillment

 Set S.M.A.R.T goals to achieve them
 Goal progress (real and perceived), temporal considerations, switching
goals
V. CONSUMER INVOLVEMENT – Perceived relevance based on needs, values,

interests
A. Levels of Involvement: From Inertia to Passion

 Inertia: decisions are made out of habit
 Passion: high involvement products that carry a lot of meaning for
consumer
 Most marketing stimuli generate no active processing at all.ii
B. The Many Faces of Involvement – Several broad types of involvement exist
1. Product involvement – Various levels of interest in making a purchase,

mass customization to enhance involvement
2. Message-response involvement – Level of interest in processing ads
 Television: low-involvement, passive viewers (zipping and

zapping)
 Print: high-involvement, active participant
 Tactics include marketing performances
Class Interaction Opportunity: The Benetton apparel company has a reputation for
creating controversial ads that generate a lot of publicity and public interest. Sometimes,
however, fueling the fires of involvement can backfire. Do you think this practice,
sometimes called point-of-purchase politics, of linking products to social causes is
effective?
Class Interaction Opportunity: Tell us about an ad that you like. Tell us about an ad you
don't like. Do you use either of the advertised products?
3. Purchase situation involvement – Importance of product to different

situations
 Ads that are inconsistent with an evoked schema have been found to initiate more
extensive processing, which is a mixed blessing. Evaluations tend to be more positive

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when a stimulus is moderately incongruent with a category, while extreme departures

may actually decrease processing.iii
 For research indicating that enduring involvement is a precursor to opinion

leadership, see reference.iv
C. Segmenting by Involvement Levels – Diversity of involvement among groups
D. Strategies to Increase Involvement – Use one or more of the following

techniques:
 Novel stimuli (cinematography, sudden silences, unexpected motion)

 Prominent stimuli (loud music, large ads, colour, fast action)
 Celebrity endorsers (they generate high interest)
 Build a bond with consumer (relationship marketing)
 Appeal to hedonic needs (sensory appeals)
 Consumer-generated content (let them make the messages)
VI. AFFECT – Experience of emotionally-laden states; highlighted by marketers as

product benefits (positive benefits, negative affect avoidence)
A. Types of Affective Responses
 Affect: the experience of emotionally-laden states (evaluations,

moods, emotions)
 Evaluations: valenced (i.e., positive or negative) reactions that
don’t have high levels of arousal
 Moods: temporary valenced states accompanied by moderate
arousal
 Emotions: more intense (relative to moods) and often triggered by
event (happiness, anger, fear, etc.)
o Negative state relief – resolving one’s negative moods through

consumption
o Mood congruency – judgments are often consistent with mood
states
B. How Social Media Taps into Our Emotions – We actively convey how we feel
– valuable source of information for marketers
 Sentiment analysis (opinion mining) – Collecting and

analyzing words people use to describe a product/company
C. Discrete Emotions –
1. Happiness – positive emotions
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2. Envy – negative emotion; benign (other deserves), malicious (other

does not deserve)
3. Guilt – unpleasant
4. Embarrassment – social emotion, concern for what others are
thinking
END-OF-CHAPTER SUPPORT MATERIAL
Summary of Special Feature Boxes
1. Marketing Insight I: Positioning for Needs

This box discusses using needs (e.g., Maslow’s Hierarchy) to establish a general
understanding of what consumers are trying to fulfill with a product, which can
help marketers decide how to position the products appropriately in order to
resonate with relevant consumer needs.
2. Consumers in Focus I: Accounting for Needs

Consumers’ needs and motivations cannot always be accounted for by theories
(e.g., Maslow’s Hierarchy) – and this box presents social media as a prime
example. Such sites may serve a variety of consumer needs through the ability to
connect with others, share a particular image of oneself, and confirm and enhance
experiences.
3. Marketing Insight II: Gamification

This box puts a spotlight on the impact of Gamification (the application of
gaming principles to non-gaming contexts). It is a very effective means of
enhancing consumer involvement, especially for activities that can benefit from a
bit of motivation. The box provides an example for the promotion in the area of
financial literacy.
4. Marketing Insight III: The IKEA Effect

This box discusses the “IKEA effect.” Self-made (or assembled) products,
including furniture, Lego, and even origami, enhance the value we attach to them
because our own labour is involved.
5. Consumers in Focus II: Facebook Feelings

According to the research discussed in this box, the longer people stay on
Facebook, the worse they feel. Apparently this activity makes you feel as though
you’re wasting your life.
6. CB As I See It
Monica Popa, University of Saskatchewan, conducts research on the positive
affect consumers experience by saying words out loud that contain sound

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repetition in their structure as often used in brands (e.g., Jelly Belly). She has
found that the positive emotions generated from saying such brand names leads to
higher evaluations and a greater likelihood to choose the brand over others.
Further, because consumers are feeling positive from saying the brand names,
they are more likely to buy add-on features/services, particularly hedonic ones
(rather than utilitarian) or to order food that is indulgent (vs. healthy). How
customers are feeling can thus be influenced by things like brand names, and
these feelings impact consumer choices.
7. Marketing Insight III: Fear and Feelings

What impact would the unrelated emotion of fear have on how you feel about a
candy brand? They discovered that fear led to a desire for affiliation and that
people felt more connected to the brand when they experienced fear. In the
absence of social support, the brand itself can fulfill the interpersonal
psychological need for affiliation. This work is suggestive that marketers don’t
have to avoid social media, movies, and video games that might incidentally
create fear and could instead use such contexts to try to create a sense of
attachment to the brand.
Review Questions
1. What is motivation, and how is this idea relevant to marketing? Motivation refers
to the processes that lead people to behave as they do. It occurs when a need is
aroused that the consumer wishes to satisfy. Once a need has been activated, a
state of tension exists that drives the consumer to attempt to reduce or eliminate
the need. Marketers try to create products and services that will provide the
desired benefits and permit the consumer to reduce this tension.
2. Describe three types of motivational conflicts, citing an example of each from

current marketing campaigns. In an approach–approach conflict, a person must
choose between two desirable alternatives. A student might be torn between going
home for the holidays or going on a skiing trip with friends. Many of the products
and services we desire have negative consequences attached to them as well. We
may feel guilty or ostentatious when buying a status-laden product such as a fur
coat, or we might feel like a glutton when contemplating a tempting package of
Twinkies. An approach–avoidance conflict exists when we desire a goal but wish
to avoid it at the same time. Sometimes consumers find themselves “caught
between a rock and a hard place.” They may face a choice with two undesirable
alternatives, for instance, the option of either throwing more money into an old
car or buying a new one. Marketers frequently address an avoidance–avoidance
conflict with messages that stress the unforeseen benefits of choosing one option
(e.g., by emphasizing special credit plans to ease the pain of car payments).
3. Explain the difference between a need and a want. The specific way a need is
satisfied depends on the individual’s unique history, learning experiences, and
cultural environment. A want is the particular form of consumption used to satisfy

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a need. For example, two classmates may feel their stomachs rumbling during a
lunchtime lecture. If neither person has eaten since the night before, the strength
of their respective needs (hunger) would be about the same. However, the ways
each person goes about satisfying this need might be quite different.
4. What is cognitive dissonance? The theory of cognitive dissonance is based on the

premise that people have a need for order and consistency in their lives and that a
state of tension is created when beliefs or behaviours conflict with one another.
The conflict that arises when choosing between two alternatives may be resolved
through a process of cognitive dissonance reduction, where people are motivated
to reduce this inconsistency (or dissonance) and thus eliminate unpleasant tension.
5. Name the levels in Maslow’s hierarchy of needs, and give an example of a

marketing appeal that's focused at each level.
 Physiological: “I like to work in the soil.”
 Safety: “I feel safe in the garden.”
 Social: “I can share my produce with others.”
 Esteem: “I can create something of beauty.”
 Self-actualization: “My garden gives me a sense of peace.”
6. What is consumer involvement? How does this concept relate to motivation? We

can define involvement as “a person’s perceived relevance of the object based on
their inherent needs, values, and interests.” The word object is used in the generic
sense and refers to a product (or a brand), an advertisement, or a purchase
situation. Consumers can find involvement in all these objects.
7. Why would marketers want their customers to enter into a flow state when
shopping for their products? When consumers are truly involved with a product,
an ad, or a website, they enter what it called a flow state. This state is the Holy
Grail of web designers who want to create sites that are so entrancing the surfer
loses all track of time as he becomes engrossed in the site’s contents (and
hopefully buys stuff in the process!).
8. List three types of consumer involvement, giving an example of each type.

 Product involvement refers to a consumer’s level of interest in a
particular product. Many sales promotions are designed to increase this
type of involvement. When Lifesavers announced that it was going to
eliminate the pineapple flavor unless consumers went to its website and
voted to keep it, over 400,000 consumers heard the call and saved the
flavor.
 Message response involvement is when the consumer is actively involved
in processing a marketing message. Marketing tactics involve using
different message formats, creating marketing performances or using
interactive, mobile marketing. For example, Montreal subway riders could
play an interactive game developed by Koodo Mobile, Telus' discount
brand. Subway riders could search for a Koodo character using an

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interactive touch screen while being exposed to the benefits of its new
nationwide talk and text plan.
 Purchase situation involvement refers to differences that may occur
when buying the same object for different contexts. Here the person may
perceive a great deal of social risk or none at all. For example, when you
want to impress someone you may try to buy a brand with a certain image
that you think reflects good taste. When you have to buy a gift for someone
in an obligatory situation, like a wedding gift for a cousin you do not
really like, you may not care what image the gift portrays.
9. What are some strategies marketers can use to increase consumers’ involvement
with their products?
 Appeal to the consumers’ hedonic needs. For example, ads using
sensory appeals generate higher levels of attention.
 Use novel stimuli, such as unusual cinematography, sudden
silences, or unexpected movements in commercials. When a British
firm called Egg Banking introduced a credit card to the French
market, its ad agency created unusual commercials to make people
question their assumptions. One ad stated “Cats always land on
their paws,” and then two researchers in white lab coats dropped
a kitten off a rooftop—never to see it again (animal rights activists
were not amused).
 Use prominent stimuli, such as loud music and fast action, to
capture attention in commercials. In print formats, larger ads
increase attention. Also, viewers look longer at coloured pictures
as opposed to black and white.
 Include celebrity endorsers to generate higher interest in
commercials. (We’ll discuss this strategy in later chapters.)
 Build a bond with consumers by maintaining an ongoing
relationship with them. Learn from the actions of tobacco
companies that have figured out how to keep smokers’ loyalties (at
least until they die). R. J. Reynolds Co. hosted nearly 3,700 Doral
smokers at its factory for Western line dancing lessons, bowling,
blackjack, and plenty of free cigarettes. Said one happy attendee,
“I’d quit altogether before I’d change brands.” Now there’s a
thought.
10. What is the difference between mood and emotion? Moods (positive, negative)
involve temporary positive or negative affective states and are accompanied by
moderate levels of arousal; emotions (happiness, anger, fear, etc.) on the other
hand tend to be more intense and are often related to a specific triggering event.
11. How can emotion be used as information when making a purchase? Moods might
be used by marketers to highlight the positive benefits of a product (i.e., will put
you in a good mood), or to highlight that buying the product will help you avoid a
bad mood (negative avoidance); marketers might also activate negative moods so

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that the consumer will be motivated to make themselves feel better by purchasing
the product.
12. What is mood congruency and how can it be applied in an advertising context?
Our judgments are often consistent with our existing mood state – so making
people happy in an ad will potentially make them like the product more – these
effects are not inevitable though, as consumers may reflect on the source of their
mood and therefore moods will be most influential when there are relevant to the
particular purchase decision.
13. Name two discrete emotions and explain how they have relevance in a
consumption context. Happiness; envy; guilt; embarrassment – these emotions
are likely to cause differing experiences in consumption and may dictate
approach or avoidance tendencies towards a product – for instance envy might
result in negative attitudes, and guilt can be particularly compelling when others
are present.
14. What strategies can consumers pursue to avoid embarrassment? To avoid

embarrassment a consumer might hide embarrassing products, chose a specific
cashier (e.g., based on gender or friendliness), or avoid purchasing altogether.
CONSUMER BEHAVIOUR CHALLENGE
Discussion Questions
1. Some consumers dislike ads that show starving children in Africa, because it
makes them feel negative emotions such as sadness and guilt. What are your
feelings on this type of promotional strategy? Is it manipulative to play on
consumers’ emotional reactions in this context?
Students perspectives will differ on this response as they debate the justification
of manipulating consumers for firm outcomes. Ideally students will recognize that
manipulating emotions such as guilt is an effective technique for compelling
consumers.
2. “High involvement is just a fancy term for expensive.” Do you agree? Why or
why not?
If students have an inadequate understanding of involvement, it is likely that they
will agree with this statement. What needs to be made clear is that the price of a
product is only one potential determinant of product involvement. The instructor
should stress the role that personal relevance of the product has for an individual,
and point out that it is influenced by the person, the product, and the unique
purchase/consumption situation. A good exercise would be for students to develop
a list of items that they would classify as high involvement. Along with the list,
they should provide price estimates for each item (or simply note them as
"expensive" or "not expensive"). This type of display would illustrate the lack of
association between involvement and price.

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3. Which of the needs in Maslow’s hierarchy do you satisfy when you participate
in social networks such as Facebook and Twitter? How could these sites add
new features to help you satisfy these needs?
Students will have different answers to this question but most will agree that
social networking sites provide participants with a way to meet their need to
belong. For example, Ego needs, such as the need for prestige and status could
also be met by demonstrating how many friends one has. Some students may find
their self-actualization needs met by the enriching experience of interacting with
others. These sites also help participants meet their safety needs through security
features, such as privacy settings and tools. Students will have a variety of ideas
on enhancements to social networking sites that will better meet their needs.
4. Social marketing campaigns have encouraged the normalization of condom

purchase in an effort to reduce the infection rate of sexually transmitted
disease. As part of this strategy they have tried to reduce the embarrassment
associated with buying condoms. Do you think this is an effective approach?
Why or why not?
Students are likely to agree that efforts to decrease the embarrassment young
people might feel as a result of condom purchase will be at least somewhat
effective – but not effective enough as a strategy on its own. Embarrassment in
condom use exists surrounding not only the purchase stage of consumption, but at
other stages as well. Students might also recognize that consumers have shown
ways to adopt strategies to alleviate embarrassment, so many of those who are
planning to buy condoms might be doing so despite some embarrassment.
Experiential Exercises
5. Devise separate promotional strategies for an article of clothing, each of which

stresses on the levels of Maslow’s hierarchy of needs.
Students should be encouraged to review Maslow’s hierarchy of needs, including
physiological, safety, belongingness, esteem, and self-actualization. While their
selection of clothing articles for this exercise may be diverse, there is likely to be
some consistency within need categories. Examples include (1) the promotion of
name brand/designer label clothing stressing consumers’ need to belong to a
particular social group; (2) the promotion of warm and durable jackets or boots
stressing consumer physiological need; (3) the promotion of protective equipment
of amateur athletes (e.g., knee and elbow guards, helmets, and goggles) stressing
consumer’s safety needs; (4) the promotion of elegant dress or a tux for esteem,
(5) ‘anything you want to wear’ because clothes don’t matter that much to you.
6. Describe how a man’s level of involvement with his car would affect how he is
influenced by different marketing stimuli. How might you design a strategy for
a line of car batteries for a segment of low-involvement consumers, and how
would this strategy differ from your attempts to teach a segment of men who are
very involved in working on their cars?

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Different levels of involvement with a product influence the amount of attention

paid to marketing stimuli, affecting the amount of cognitive processing capacity
directed toward the stimuli (e.g., the product related information in an ad). In
discussing the development of advertising targeted at low involvement
consumers, students should recognize that peripheral cues are used in place of
product-related information. Behaviours resulting from such cues do not last long
and are likely to change over time. Conversely, developing advertising directed
toward high involvement consumers will rely less on peripheral cues and more on
substantial product-related information (i.e., the central route to persuasion).
Behaviours resulting from this emphasis will be more resistant to change. (How
many amps? How many minutes of reserve capacity? What are the cold cranking
amps? What are the marine cranking amps?)
7. Interview members of a celebrity fan club. Describe their level of involvement

with the ‘product’ and devise some marketing opportunities to reach this group.
Student responses to this exercise might consider a variety of celebrities--movie

stars, musicians, politicians - living and dead. They might be asked to consider the
Elvis Presley fan club phenomenon in terms of the tremendous marketing
opportunities that have derived from tours of his home in Memphis (Graceland),
his personal property displayed in "museums" (guitars, clothing, music awards,
etc.), his "signature" hairstyle and sideburns, other actors' and musicians' remakes
of his movies and songs, television programs, Elvis parades, books, postage
stamps, etc. (Possible Field Project).
CASE STUDY TEACHING NOTES
1) What do those that utilize online dating services want? What consumer needs
do these services meet?
Online dating services fill a basic human need for companionship. On the Maslow
hierarchy it is termed a “belongingness and love need” which is realized through
friendship and loving relationships. The discussion here can evolve into questioning how
consumer’s needs are different in this regard. Online dating services provide different
products depending on what consumer specifically want. Some consumers are looking
simply for casual friendship whereas others are looking for a committed long-term
relationship – i.e., marriage. Further, consumer might use these sites just for online
interchange (e.g., texting/chatting) whereas others might seek in-person meetings and/or
actual sexual intimacy.
2) What is an effective approach in building an online dating service? What is

the challenges companies face in building a successful business model here?

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To build an effective online dating service in today’s competitive marketplace you need
to provide something new and interesting to the consumer – i.e., meet their needs in a
new way. For example, Tinder was successful in penetrating this competitive market by
utilizing a very simply interaction with technology – swipe left/right – that caught the
imagination of the consumer. As another example, JDate has been successful because it
provides a product that is unique to a specific subculture (i.e., the Jewish community) and
the product interface is directly tailored to this subculture’s needs. In both examples here
the successful company provided something new and better to a consumer.
Perhaps the biggest challenge to any organization looking to build a successful dating site
is the obstacle of realizing critical mass with respect to the number of consumer using the
site. A dating site needs both men and women (unless the site is targeting a same-sex
population) and motivating consumer to try a new site or switch over is difficult.
3) What do you think of the chosen strategy that Frind has adopted here as
POF faces new competition? Will this succeed or fail (given the changes in
the marketplace)? Why?
Through his actions, Frind is clarifying what value proposition POF is providing the
consumer. He is reaffirming the integrity of the site with these new policies and clearly
stating to the consumer that the POF site is about relationships – not hook-ups and other
sexual oddities. Frind is gambling that by “cleaning-up” the membership and marginal
activities on the site he will better attract consumers that are looking for a relationship. In
some ways – he is looking to fire customers in the hopes that by doing so he will be more
attractive to the customer he truly wants.
The recent troubles with the dating website “Ashley Madison” indicates that this new
strategy chosen by POF might be successful. The Ashley Madison site provides a stark
contrast in product offering to what POF is seeking to achieve. Perhaps Frind can see
success by effectively foiling what he is providing against other offerings that are not
interested in quality relationships (e.g., Tinder, Grinder, Ashley Madison, etc.).
4) Imagine you were building a start-up internet dating service. What would
you do? How would you motivate consumers to try your service?
In this question students should be given the opportunity to be creative in their product
offering. It is important to push students to think about what population of consumers
they will target and what specific needs they will fulfill through their service. Further, it
is good to question students on how their offering will stand out in a crowded and
competitive marketplace. It is also useful to ask them how they will inspire trial – e.g.,
will they offer freemium services, will they utilize price promotions, or will they count on
viral outcomes that might be seeded by an initial promotional stunt.
FIELD PROJECT IDEAS

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Individual Assignments
1. Assign students the task of finding a couple of ads that seem to have indirect appeal
to latent motives. Ask students to show the class the ads and point out the indirect
appeals. Does the class agree? Do they see other latent motives?
2. Ask students to have 10 people describe the personality of one of the products
listed below or another product. How are the descriptions similar? How are they
different? (Possible products: light or foreign beer, Macintosh computer, Corvette,
your college or university, Crest, a favourite local restaurant or pub)
3. See if your students know someone who is a member of a celebrity fan club. If not,
try to locate a local fan club and interview one of its members. Ask the club
member to describe his/her level of involvement with the celebrity. What types of
products would members of this group want to own?
4. Tell the class about products or services you have purchased that fit the three types
of Motivational Conflicts.
Team Assignments
5. Have members of a club or society analyze how members of their organization are
following Maslow's Hierarchy in their purchases. (Different products can be used to
demonstrate the various motives.)
6. Ask a team of students to observe a table of people eating. See if they can identify
any of the major motives at work. Have them report on their conclusions. [Hint:
Watch the respondents' behaviour while they eat and during their conversation.
Perhaps they might like to videotape part of the meal]
7. Have the class keep a diary of their consumer decisions for a two-day period.
(Make sure they include both actual purchases and conscious decisions not to buy.)
At the end of the period have them review their diaries and classify their apparent
motives. (Maslow's scheme may be useful here.)
Individual or Team Assignments
8. Ask students to sit down and see if they can come up with a list of products or
services that people buy primarily because they want to "belong." Have them
explain why they listed the particular items.
9. Have students or teams find advertisements that attempt to persuade consumers to

think of products as objects that satisfy one of the motives described in this
chapter. Have them identify and classify that motive.

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10. Ask students to each find a print ad that appeals to each level of Maslow's
hierarchy. (Make sure they coordinate their activities so you'll have all five
levels.) Have students explain why their ad appeals to this level. Ask why they
think the firm selected this particular appeal.
11. Either collect a sample of ads or have your students do so that appear to appeal to
consumers' emotions. Ask them what emotion is being compelled in each and how
this is done. See if they think this is an effective approach to designing a
marketing communication.
eLAB
Individual Assignments
1. Go to www.worldvision.org. World Vision helps fight world hunger through aid,

child nutrition, and agricultural solutions around the world. What is their mission?
What indications are there about the organization using emotions to appeal to
consumers? How might this help the organization market products?
2. Go to www.burton.com. How does this website attempt to motivate consumers to

try the sport and Burton products? Be specific with the description of strategies
that Burton uses. Do you think the Burton approach is effective? Explain.
3. Go to www.vans.com. Find the link for creating your own custom pair of Vans
shoes. Go through the process and print an example of your shoes to take in to
class and share. Describe the experience. Did the experience contribute to the
level of involvement in shopping for such a product?
4. Go to www.specialized.com. Specialized Bicycles is one of the leading

manufacturers and marketers of all types of bikes. Browse their website. Give a
brief description of their different product lines. How does Specialized motivate
consumers to get into biking? Are there any value statements made (either directly
or indirectly)? Explain. What might Specialized do to improve the “motivation”
aspect of their site (you might want to compare it to the Burton Snowboard site
discussed previously)?
eLAB
Team Assignment
1. Go to www.moodpanda.com. What service does this organization offer? How

might it be useful to consumers? Marketers?

81
PROFESSORS ON THE GO!
Chapter Objectives
When students finish this chapter they should understand why:
 It’s important for marketers to recognize that products satisfy a range of

consumer needs
Ask students to come up with a list of products or services that people primarily buy
because they want to “belong.” Have them explain why they listed the particular items.
Then, have them explain how each of the items that they listed might also be consumed
by individuals in solitude. Are there viable needs that consumers have for consuming
these products both in the company of others as well as by themselves?
 There are different theories that can predict what will motivate consumers
Ask students to search for unconscious motives by asking six people if they are wearing
perfume or cologne. Make sure the student keeps asking until at least three people say,
“Yes.” Then have the student ask the respondents, “Why do you wear cologne?” Ask
three of those who said they were not wearing cologne, “Why not?” Ask the three who
said, “No” if they wore any the last time they were on a date. Share their responses with
the class and evaluate them. Can the class uncover any hidden motivations?
Have students find advertisements that attempt to persuade consumers to think of

products as objects that satisfy one of the motives described in this chapter. Have them
identify and classify that motive.
 Consumers can experience different types of motivational conflicts, and these

can impact purchase decisions
Have students think of examples of products or services that each of them has purchased
that fit the three types of motivational conflicts.
 Maslow’s hierarchy outlines how various levels of needs can motivate

consumers
Have students think of products they use that fulfill their needs based on the hierarchy.
Are there any needs that don’t fit into this framework that they feel their products fulfill?
 The way we evaluate and choose a product depends on our involvement with
the product, the marketing message, and/or the purchase situation
Have students think of some product or service they have purchased recently. Then have
them respond to the consumer involvement scale. Is their involvement with this product

82
best described as product involvement, message- response involvement, or purchase

situation involvement? Why?
Have the group go to a shopping center or mall and observe others’ behaviour. What
conclusions can they make about motives, involvement, and emotions after having made
the observation?
Have groups of students visit a shopping mall or a superstore. Have them evaluate the
retail environment for ways that both the retailer and product manufacturers try to
increase consumer involvement (refer to text if necessary for strategies to increase
involvement).
 Consumers can experience different types of affective responses, which can

influence consumption behaviours
Have students visit www.moodpanda.com. What service does this organization offer?
How might it be useful to consumers? Marketers?
 Marketers can tap into various discrete emotions to influence consumers
Have students bring in advertisement that apply least 3 different discrete emotions. How
do the advertisements make the students feel? Are they effective?
ENDNOTES
i
For an ethnographic account of sky-diving as voluntary high-risk consumption activity,
see Richard L. Celsi, Randall L. Rose, and Thomas W. Leigh, "An Exploration of High-
Risk Leisure Consumption Through Skydiving," Journal of Consumer Research 20 (June
1993): 1-23. Also, Jerry Adler, "Been There, Done That," Newsweek (July 19, 1993): 43
(7). For an empirical treatment of river rafting as a "high involvement" activity, see Eric
J. Arnould and Linda L. Price, "River Magic: Extraordinary Experience and the Extended
Service Encounter," Journal of Consumer Research 20 (June 1993) 1: 24-45.
ii
For a study that equates the learning of marketing information with the processing of
trivia, see Scott A. Hawkins and Stephen J. Hoch, “Low-Involvement Learning: Memory
Without Evaluation," Journal of Consumer Research 19 (September 1992): 212-25.
iii
Ronald C. Goodstein, "Category-Based Applications and Extensions in Advertising:
Motivating More Extensive Ad Processing," Journal of Consumer Research 20 (June
1993): 87-99. Joan Meyers-Levy and Alice M. Tybout, "Schema Congruity As a Basis
for Product Evaluation," Journal of Consumer Research 16 (June 1989): 39 54; Douglas
M. Stayman, Dana L. Alden, and Karen H. Smith, “Some Effects of Schematic
Processing on Consumer Expectations and Disconfirmation Judgments," Journal of
Consumer Research 19 (September 1992): 240-55.

83
iv
Leisa Reinecke Flynn and Ronald E. Goldsmith, "Models of Enduring Product
Involvement and Opinion Leadership," Association of Marketing Theory and Practice
(Spring 1993): 378-386.

84

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Motivation and Values

When students finish this chapter they should:

 Understand that consumers can experience different types of motivational

 Understand that consumers can experience different types of affective responses,

Copyright © 2017 Pearson Canada Inc.

ensuring that the appropriate needs will be met by a product. Traditional

 As demonstrated by Maslow’s hierarchy of needs, the same product can satisfy

 Discrete emotions such as happiness, envy, guilt, and embarrassment can

II. THE MOTIVATION PROCESS – Causes people to behave as they do

 Goal: desired end state

III. MOTIVATIONAL STRENGTH – Degree to which a person will expend energy to

A. Drive Theory – Biological needs that produce unpleasant situations (hungry)

B. Expectancy Theory – Acts based on desire to achieve desirable outcomes

Copyright © 2017 Pearson Canada Inc.

Class Interaction Opportunity: Pretend you are explaining motivation/goal/drive/want to

IV. MOTIVATIONAL DIRECTION – Most goals can be achieved in numerous ways

Class Interaction Opportunity: Bring in examples of magazine ads that demonstrate an

C. Motivational Conflicts – Goals can be positive or negative

1. Approach-Approach Conflict – You want both (spend your spring break:

D. Classifying Consumer Needs – Henry Murray has a set of 20 needs

1. Specific needs and buying behaviour

2. Maslow’s hierarchy of needs (physiological, safety, belongingness, ego,

Copyright © 2017 Pearson Canada Inc.

E. Motivation and Goal Fulfillment

V. CONSUMER INVOLVEMENT – Perceived relevance based on needs, values,

A. Levels of Involvement: From Inertia to Passion

 Most marketing stimuli generate no active processing at all.ii

B. The Many Faces of Involvement – Several broad types of involvement exist

1. Product involvement – Various levels of interest in making a purchase,

2. Message-response involvement – Level of interest in processing ads

 Television: low-involvement, passive viewers (zipping and

3. Purchase situation involvement – Importance of product to different

Copyright © 2017 Pearson Canada Inc.

when a stimulus is moderately incongruent with a category, while extreme departures

 For research indicating that enduring involvement is a precursor to opinion

C. Segmenting by Involvement Levels – Diversity of involvement among groups

D. Strategies to Increase Involvement – Use one or more of the following

 Novel stimuli (cinematography, sudden silences, unexpected motion)

VI. AFFECT – Experience of emotionally-laden states; highlighted by marketers as

A. Types of Affective Responses

 Affect: the experience of emotionally-laden states (evaluations,

o Negative state relief – resolving one’s negative moods through

 Sentiment analysis (opinion mining) – Collecting and

2. Envy – negative emotion; benign (other deserves), malicious (other

END-OF-CHAPTER SUPPORT MATERIAL

Summary of Special Feature Boxes

1. Marketing Insight I: Positioning for Needs

2. Consumers in Focus I: Accounting for Needs

3. Marketing Insight II: Gamification

4. Marketing Insight III: The IKEA Effect

5. Consumers in Focus II: Facebook Feelings

Copyright © 2017 Pearson Canada Inc.

7. Marketing Insight III: Fear and Feelings

2. Describe three types of motivational conflicts, citing an example of each from

Copyright © 2017 Pearson Canada Inc.

4. What is cognitive dissonance? The theory of cognitive dissonance is based on the

5. Name the levels in Maslow’s hierarchy of needs, and give an example of a

6. What is consumer involvement? How does this concept relate to motivation? We

8. List three types of consumer involvement, giving an example of each type.

Copyright © 2017 Pearson Canada Inc.

Copyright © 2017 Pearson Canada Inc.

14. What strategies can consumers pursue to avoid embarrassment? To avoid