Consumer Behavior Buying Having and Being 12th Edition Solomon Solutions Manual Download

Consumer Behavior, 12e (Solomon)
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Chapter 5: MOTIVATION AND AFFECT
CHAPTER OBJECTIVES
When students finish this chapter, students should understand why:
1. Products can satisfy a range of consumer needs.
2. Consumers experience different kinds of motivational conflicts that can impact their
purchase decisions.
3. Consumers experience a range of affective responses to products and marketing

messages.
4. The way we evaluate and choose a product depends on our degree of involvement with
the product, the marketing message, or the purchase situation.
CHAPTER SUMMARY
Products can satisfy a range of consumer needs.
Marketers try to satisfy consumer needs, but the reasons people purchase any product can vary
widely. The identification of consumer motives is an important step to ensure that a product will
satisfy appropriate needs. Traditional approaches to consumer behavior focus on the abilities of
products to satisfy rational needs (utilitarian motives), but hedonic motives (e.g., the need for
exploration or for fun) also play a key role in many purchase decisions.
As Maslow’s hierarchy of needs demonstrates, the same product can satisfy different needs,
depending on the consumer’s state at the time. In addition to this objective situation (e.g., have
basic physiological needs already been satisfied?), we must also consider the consumer’s degree
of involvement with the product.
Consumers experience different kinds of motivational conflicts that can impact their purchase
decisions.
A goal has valence, which means that it can be positive or negative. We direct our behavior
Copyright © 2017 Pearson Education, Inc.

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towards goals we value positively, we are motivated to approach the goal and seek products to
reach it.
Consumer experience a range of affective responses to products and marketing messages.

Affect describes the experience of emotionally laden states, but the nature of these experiences
range from evaluations, to moods, to full blown emotions.
The way we evaluate and choose a product depends on our degree of involvement with the
product, the marketing message,or the purchase situation.
Product involvement can range from very low, where purchase decisions are made via inertia, to
very high, where 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 their extent of involvement with marketing messages and with the purchase
situation.

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CHAPTER OUTLINE
I. The Motivation Process
A. 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.
B. Needs can be:

1. Utilitarian—a desire to achieve some functional or practical benefit.
2. Hedonic—an experiential need, involving emotional responses or fantasies.
C. The desired end state is the consumer’s goal. Marketers try to create products and
services that will provide the desired benefits and permit the consumer to reduce tension
between a desired state and an actual state.
D. The magnitude of tension a need creates (or degree of arousal), which determines the
urgency the consumer feels to reduce it, is called a drive.
E. Personal and cultural factors combine to create a want. This is one manifestation of a
need. Once a goal is attained, tension is reduced and the motivation recedes.
F. Motivation can be described in terms of:

1. Its strength (the pull it exerts on the consumer)
2. Its direction (the particular way a consumer attempts to reduce it/tension)
Discussion Opportunity—Ask: Pretend you are to explain motivation to a friend. What would
you say? What examples would you use? (Do the same substituting goal, drive, and want.)
Discussion Opportunity—Bring in examples of magazine ads that demonstrate an attempt to

activate (a) a utilitarian need or (b) a hedonic need.
G. Motivational Strength
1. The degree to which a person is willing to expend energy to reach one goal as
opposed to another reflects his or her underlying motivation to attain that goal.
2. Early work on motivation ascribed behavior to instinct (innate patterns of behavior
that are universal in a species), but this view is largely discredited because it is hard
to prove without a circular explanation (tautology).
3. Drive theory focuses on biological needs that produce unpleasant states of arousal.
a. Goal-oriented behavior attempts to reduce or eliminate an unpleasant state and
return homeostasis, or a balanced state.
b. Some consumer behaviors, like delaying gratification, run counter to predictions
of drive theory.
4. Expectancy theory suggests that behavior is largely pulled by expectations of
achieving desirable outcomes—positive incentives—rather than pushed from within.
We choose products because we expect the choice to have positive consequences.

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Discussion Opportunity—Ask: Can you think of purchase situations that illustrate drive theory
and expectancy theory? Which one of the theories do you think is superior?
Discussion Opportunity—If a car of tourists drives into an unfamiliar town at meal time and
stops at McDonald’s instead of an equally attractive and price-competitive JOE’S Eats, which of
the two theories (expectancy or drive) would probably be at work? How would JOE’S combat
this?
H. Needs Versus Wants

1. We are born with a need for certain elements necessary to maintain life such as food,
water, air, and shelter (biogenic needs).
2. Psychogenic needs include needs for status, power, and affiliation, and reflect the
priorities of a culture.
3. Utilitarian needs emphasize objective, tangible attributes of a product (e.g. fat,
calories, protein in a cheeseburger).
4. Hedonic needs are subjective and experiential. The product may be viewed for
excitement, self-confidence, or fantasy.
5. Productivity orientation refers to continual striving to use time constructively.
Discussion Opportunity—Ask: What is a product or service you could purchase to fulfill a

psychogenic need? Utilitarian need? Hedonic need? How would a marketer advertise to you
with respect to fulfilling these needs? How would you know that you had fulfilled the need?
6. Motivation and Emotion

a. Motivation is largely driven by affect (raw emotion).
b. We are driven to heighten positive emotions to reduce negative feelings.
c. Marketing activities try to alter mood and link products or services to affect.
d. Social media platforms provide an outlet for consumers to share emotions. Some
marketers monitor and try to improve these emotions.
e. Sentiment analysis (opinion mining) collects and analyzes words people use
when they describe a product/company and creates a word-phrase dictionary
(library) to code the data to paint a picture of how people are talking about the
product.
Discussion Opportunity—ToneCheck is a sentiment analysis program that reports on emotions it

detects in people’s emails. How can this practice help marketers provide value to consumers?
Is this ethical? Why or why not?
II. Motivational conflicts

A. A goal has valence, which means that it can be positive or negative.
i. We are motivated to approach goals we value positively.
ii. We are motivated to avoid negative outcomes.
B. Figure 4.1 shows there are three general types of conflicts we should understand.

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*****Use Figure 5.1 Here *****
Discussion Opportunity—Give an illustration of when motives conflict with one another in

purchasing situations. Ask: Can anyone think of another example of when motives conflict?
iii. Approach-approach conflict—a person must choose between two desirable

alternatives such as choosing between two favorite brands of automobiles.
i. 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 behaviors conflict with one another.
ii. A state of dissonance exists when there is a psychological inconsistency
between two or more beliefs or behaviors.
iii. People attempt to reduce dissonance, sometimes by rationalizing their
choice by finding flaws in the alternative they did not choose.
Discussion Opportunity—Ask: How could a marketer use the theory of cognitive dissonance to
their advantage? What do you think of Miller’s classic “Tastes Great, Less Filling” campaign?
iv. Approach-avoidance conflict—many products or services we desire have negative

consequences attached to them. An example wanting Twinkies but feeling like a
glutton.
v. Avoidance-avoidance conflict—a choice between two undesirable alternatives such
as having to spend more on an older car or buy a newer more expensive car.
Discussion Opportunity—Give an illustration of each of the three major forms of conflict. You
might even find examples of advertisements that demonstrate the three conflict situations. Ask:
How can marketers use these conflicts to their advantage?
C. How Do We Classify Consumer Needs?

i. Henry Murray’s classification of twenty psychogenic needs, such as the need for
autonomy (being independent), defendance (defending the self against criticism)
and play (engaging in pleasurable activities) are the basis for personality tests like
the Thematic Apperception Test (TAT).
ii. Other motivational approaches focus on specific needs and their ramifications for
behavior.
iii. Individuals with a high need for achievement strongly value personal
accomplishment.
iv. Individuals with a high need for affiliation want to be in the company of other
people (e.g. participate in team sports, frequent bars)
v. Individuals with a high need for power want to control their environment and
master their surroundings.
vi. Individuals with a high need for uniqueness want to assert their individual
identities and seek products that bring out the individual’s distinctive qualities.

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D. Abraham Maslow’s Hierarchy of Needs suggests the order of development in a
hierarchy of biogenic and psychogenic needs is fixed – we need to attain a level
before we activate the need for the next level.
i. It is difficult to achieve ultimate goals like justice and beauty. Most consumers
have to be satisfied with glimpses of self-actualized states, or peak experiences.
ii. Issues with applying the hierarchy:
a. Oversimplification of consumer needs.
E. Hierarchy too culture-bound (assumptions apply to Western culture). iii. The levels of
needs are Physiological, Safety, Belonging, Ego Needs, and Self-Actualization (see
Figure 5.2) At each level, the person seeks different product benefits.
F. Social media and web-based companies can help satisfy different levels of needs.
III. Affect
1) Types of Affective Responses
A)Evaluations are valenced (positive or negative) reactions to events and objects
that are not accompanied by high levels of physiological arousal.
B) Moods involve temporary positive or negative affective state accompanied by
moderate levels of arousal.
C) Emotions such as happiness, anger, and fear tend to be more intense and often
relate to a specific triggering event such as receiving an awesome gift.
D) Helping others as a way to resolve one’s own negative moods is knows as
negative state relief
IV. Mood
A)Mood congruency refers to the idea that our judgements tend to shape our moods.
B) Envy is a negative emotion associated with the desire to reduce the gap between one
self and someone who is supervisor on some dimension.
C) Guilt is defined as “an individual’s unpleasant emotional state associated with
possible objections to his or her actions, inaction, circumstances, or intentions.”
D) Embarrassment is an emotion driven by a concern for what others think about us.
*****Use Consumer Behavior Challenge Here *****

Discuss #5
Discussion Opportunity—(a) Tell the class about a product you could buy that could fit into all
five levels of Maslow’s hierarchy of needs; (b) Bring an advertisement to class that demonstrates
each one of the needs (you may have to bring five ads).
V. Positive Affect
A. Happiness is a mental stare of well-being characterized by positive emotions.

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1. We are wired to engage in material accumulation, the instinct to earn or have
more than we can consume.
2. Often, the experience is more important than the material acquisition.
VI. Negative Affect

A. Disgust evolved as a method to protect us from contamination. Disgust exerts a
powerful effect on our judgement.
B. Envy is a negative emotion associated with the desire to reduce the gap between what
you and someone who is superior in one dimension.
C. Guilt is an unpleasant emotional state associated with potential objections to one’s
actions, inactions, or circumstances.
D. Embarrassment is driven by a concern for what others think about us or our
situation.
VII. Social Media

Social media and other technology can help us better understand our emotions.
VII Consumer Involvement

A. Consumer involvement is “a person’s perceived relevance of the object based on their
inherent needs, values, and interests.”
1. Objects can be products, brands, advertisements or purchase situations.
2. The more you feel knowing more about a product will help you achieve a goal, the
more you’ll be motivated to pay attention to information about it.
Discussion Opportunity—Ask: Who can give me an example of involvement with a product

category or brand? How can marketers use involvement to construct advertising campaigns?
B. Levels of Involvement: From Inertia to Passion

1. The type of information processing that will occur depends upon the consumer’s level
of involvement, which can be conceived as a continuum.
a. Simple processing—only basic features of a message are considered.
b. Elaboration—information is linked to one’s preexisting knowledge systems.
2. Inertia characterizes consumption at the low end of involvement.
a. In inertia, decisions are made out of habit because the consumer lacks the
information to consider alternatives.
b. On the other end of the continuum, decisions can be very passionate and carry
great meaning for a person.
3. In consumer situations of high involvement, the consumer enters a flow state, which
has these qualities:
a. A sense of playfulness
b. A feeling of being in control
c. Concentration and highly focused attention
d. Mental enjoyment of the activity for its own sake

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e. A distorted sense of time
f. A match between the challenge at hand and one’s skills
4. Cult products command fierce consumer loyalty, devotion, even worship.
*****Use Consumer Behavior Challenge Here *****

Discuss #4
Discussion Opportunity—Ask the class to think of a time when they purchased something based
on the concept of inertia or passion. Have students share what they thought of.
C. The Many Faces of Involvement

1. Product involvement refers to the consumer’s level of interest in a particular
product. Product decisions are likely to be highly involving if the consumer believes
there is a perceived risk. Figure 5.4 lists five kinds of risk.
* Monetary risk
* Functional risk
* Physical risk
* Social risk
* Psychological risk
*****Use Table 5.1 Here *****
Discussion Opportunity—Create a handout using the consumer involvement scale in Table 4.1 to
measure involvement of two or three different products. Have the students quickly respond to the
scale and total their scores. Ask for general ranges of scores for each product or have specific
students share their scores. Encourage students to discuss the results and whether or not they
accurately describe how they feel about each product.
2. Message-response involvement (advertising involvement) refers to the consumer’s

interest in processing marketing communications.
a. Television is a low-involvement medium because the viewer is passive/exerts
little control.
b. Print is a high-involvement medium because the reader controls whether s/he
moves on to the next page or actively processes the information.
c. Well made ads and other messages can result in narrative transportation
(people become immersed in the story-line).
d. Marketers use the following techniques to increase motivation to process
information:
i. Appeal to hedonic needs (sensory appeals)
ii. Use novel stimuli (unusual cinematography, sudden silences, unexpected
movements)

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iii. Use prominent stimuli (loud music, fast action)
iv. Include celebrity endorsers
v. Provide value customers appreciate
vi. Let customers make the messages (consumer-generated content can
improve message-response involvement)
vii. Invent new media platforms to grab consumer attention
viii. Create spectacles (performances) where the message is a form of
entertainment. Flashmobs (staged performances where hundreds of people
dance or sing that are often videotaped and posted online) are a type of
spectacle.
3. Purchase situation involvement refers to differences that may occur when buying
the same object for different contexts.
a. Personalizing messages to shoppers at the time of purchase can increase purchase
situation involvement.
b. Social games (multi-player, competitive, goal-oriented activities with defined
rules of engagement and online connectivity) tend to heighten purchase situation
involvement.
i. Brands can use social games to motivate behavior.
ii. Transactional advertising rewards players with virtual goods (for use in the
game), currency (used to advance the game), or codes (to unlock
prizes/exclusive experiences) if they respond to a request.
Discussion Opportunity—Illustrate each of the “faces of involvement.” How would marketers

make appeals in each of these areas?

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End-of-Chapter Support Material
SUMMARY OF SPECIAL FEATURE BOXES
1. CB As I See It; Michael Tuan Pham, Columbia University
The decision making process has been described as a cognitive and rational process.
However, this does not capture the important role that feelings and emotions play in the
consumers’ decisions and behaviors. Feelings and emotions matter in the decision making
process. Distinct emotions such as pleasant, unpleasant, good, bad, pride etc. move
consumers in different directions.
2. The Tangled Web
Studies show that the longer people stay on Facebook, the worse they feel. This is attributed
to feelings of wasting your life and results in bad feelings.
3. The Tangled Web
Facebook got in to trouble when they admitted to adjusting news feeds without user
knowledge. This was done as an experiment to see if posts influenced what Facebook user
posted.
4. Marketing Opportunity
Gamification offers a way to dramatically increase involvement, especially for activities that
can benefit from motivation, such as financial literacy. The program Money Smart attracted
more than 40,000 users in a year.
5. Marketing Opportunity
The opportunity to personalize a product increases involvement because the item reflects our
unique preferences. The IKEA effect is the concept that building a product such as a
bookshelf also increases price.
6. CB As I See It; Debora Thompson, Georgetown University
The co-creation of marketing with consumers is expected to significantly increase consumer

engagement with a brand. While marketers should continue to engage consumers and benefit
from their creativity, they should be careful about how they publicize this fact to the
population at large.
7. Net Profit

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The Nielsen research company found a strong relationship with the number of messages on
Twitter during the same segments on show, when they aired live. Nielsen found Twitter to be
an accurate indicator of the overall audience’s interest in a show, right down to a specific
scene.
8. Net Profit
E-sports is the concept of watching other people play videogames, and has attracted
thousands of fans.

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REVIEW QUESTIONS
5-1. What is motivation and why is this idea so important to marketers?
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.
(5 minutes, Chapter Objective 1, AACSB: Reflective Thinking)
5-2. 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 and 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).
(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking,)
5-3. 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 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.
(5-7 minutes, Chapter Objective 1, AACSB: Reflective Thinking)
5-4. 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
behaviors 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.
5-5. Name the levels in Maslow’s Hierarchy and give an example of a marketing appeal that
is focused at each level.

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 Physiological: ads that promise to provide a cure for hunger or thirst fall in this
category
 Safety: insurance companies, security companies and social marketing campaigns
often focus on safety
 Social: alcohol companies, fragrance companies, and oral hygiene companies often
focus on social/belonging (as do dating websites)
 Esteem: luxury goods, educational institutions, and athletic footwear/apparel
manufacturers often focus on esteem
 Self-actualization: spiritual organizations, some charities and the military focus on
self-actualization
You can also ask students to come up with their own examples for a single product to
extend this exercise (see Application Exercise 1).
5-6. List three types of perceived risk and give an example of each?
Perceived risk means that a person believes there may be negative consequences if he or she
chooses the wrong option. One type of risk is monetary risk. An example might be buying
a lower priced product that also has a lower quality instead of a more expensive product
with a better reputation for quality. Social risk affects self-esteem and self-confidence. An
example of a social risk would be in choosing one brand of headphones or cell phone
over another, more popular brand. Psychological risks are based on affiliation and
status. On type of psychological risk might be in the purchase of an expensive luxury
automobile.
5-7. What is the difference between a mood and an emotion?

Moods involve temporary positive or negative affective states accompanied
by moderate levels of arousal. Moods tends to be diffuse and not necessarily linked to a
particular event (e.g. you might have just “woken up on the wrong side of the bed this
morning”). Emotions such as happiness, anger, and fear tend to be more intense and
often relate to a specific triggering event such as receiving an awesome gift.
5-8. What is mood congruency and how to advertisers use it?

Mood congruency refers to the idea that our judgments tend to be shaped by our moods. For
example, consumers judge the same products more positively when they are in a positive
as opposed to a negative mood. This is why advertisers attempt to place their ads after
humorous TV programming or create uplifting ad messages that put viewers in a good
mood. Similarly, retailers work hard to make shoppers happy by playing “up”
background music and encouraging staff to be friendly.
5-9. 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.
It refers to a product (or a brand), an advertisement, or a purchase situation. Consumers

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can find involvement in all these objects. Involvement increases consumer motivation to
process information about the object.
5-10. 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.
 Use prominent stimuli, such as loud music and fast action, to capture attention in
commercials. In print formats, larger ads increase attention. In addition, viewers
look longer at colored pictures as opposed to black and white.
 Include celebrity endorsers to generate higher interest in commercials.
 Provide value customers appreciate.
 Let customers make the messages (user-generated content).
 Invent new media platforms to grab consumer attention.
 Create spectacles/performances where the message is a form of entertainment.
CONSUMER BEHAVIOR CHALLENGE

DISCUSS
5-11. Does money buy happiness? Why or why not?

Happiness is a mental state of well-being characterized by positive emotions. What
makes us happy? Although many of us believe owning more shiny material goods is the
key to happiness, research says otherwise. Several studies have reported that a greater
emphasis on acquiring things actually links to lower levels of happiness. Younger people
are more likely to associate happiness with excitement, whereas older people are more
likely to associate this state with feelings of calm and peacefulness.
5-12. Many consumers today seem to be obsessed with monitoring their emotions. They post
about their feelings, track their sleep patterns, and fret about how often they’re “liked” on
social media. Should happiness be quantified?
Student responses will vary. Students should include a discussion on the difference
between happiness and material accumulation. The discussion should also include things
marketers do to make us happy, and what they do that results in a negative effect. Types
of negative affects including disgust, envy, guilt, and embarrassment should also be
identified.
5-13. What happens when advertising is embarrassing? A laxative product recently sponsored
an Overnight Relief Sweepstakes with a slogan to suggest how the brand is supposed to

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work: “Enter today. Win tomorrow.” It’s become fairly commonplace in the United
States to encounter ads for “unmentionables” like toilet paper, condoms, tampons, and
erectile dysfunction medications such as Viagra and Cialis. Is nothing sacred? Should
“sensitive” products be advertised in public?
Student responses will vary. Students should define embarrassment as an emotion driven
by a concern for what others think about us. To be embarrassed, we must be aware of,
and care about, the audience that evaluates us. Students should explain that consumers
get creative as they try to reduce embarrassment; they might try to hide a sensitive
product among others in a shopping basket or choose a cashier who looks “more
friendly” when they check out.
5-14. A group of psychologists argued that we need to revise Maslow’s Hierarchy of Needs.
They propose we should delete “self-actualization” from the pinnacle and replace it with
“parenting.” Right below this peak, they added “mate retention” and “mate acquisition.”
They claim that too many people see Maslow’s triangle as “aspirational” – a description
of what fulfilled individuals “should” do – rather than as an explanation of how human
motivation actually works. Their perspective is evolutionary; if the only purpose of art,
music, and literature is self-fulfillment, now does that contribute to the survival of the
species? One of the proponents of this view observes, “If you are a good poet or a good
musician, there is a reproductive payoff; women are attracted to men with these abilities.
What a man is saying when he is playing his guitar up there is ‘look at my good genes.’”
What do you think – do our motivations to buy, have, and be ultimately come down to
survival of our gene pool?
Survival of the gene pool was typically designated to the bottom of the triangle as a
physiological need, along with food and water. The positioning at the bottom of the
triangle suggests the reproductive process is fundamental or part of the foundation, not
something people aspire to do once they have accomplished everything else. That said,
studies in biology suggest animals (in general) are less likely to reproduce when food and
water resources are scarce. Students may have different opinions about when the desire
to reproduce has the potential to drive consumer behavior.
5-15. The chapter discusses a study that says our moods actually get worse when we spend a lot
of time on Facebook because we feel like we’re wasting our time. Do you agree?
Responses will vary by student. Students should define mood as a temporary positive or
negative affective state accompanied by moderate levels of arousal. Students should
address why our moods get worse the longer we stay on Facebook.
APPLY
5-16. Our online behaviors also can satisfy needs at different levels of Maslow’s Hierarchy of
Needs, especially when we participate in social networks such as Facebook. Web-based

5-15
companies can build loyalty if they keep these needs in mind when they design their
offerings:
 We satisfy physiological needs when we use the Web to research topics such as
nutrition or medical questions.
 The Web enables users to pool information and satisfy safety needs when they
call attention to bad practices, flawed products, or even dangerous predators.
 Profile pages on Facebook let users define themselves as individuals.
 Online communities, blogs, and social networks provide recognition and
achievement to those who cultivate a reputation for being especially helpful or
expert in some subject.
 Users can seek help from others and connect with people who have similar tastes
and interests.
 Access to invitation-only communities provides status.
 Spiritually based online communities can provide guidance to troubled people.
Interview people you know about their motivations to participate in social media. Ask
them to provide a list of the platforms they access most, then for each probe about their
reasons to visit these. What needs do these sites appear to satisfy? How might these
insights help you to devise ideas for new social media products?
Student responses will vary based on the users interviewed and types of social media
used. Responses should recognize how social media fills needs and helps to create an
identity for the user.
(2 hours, Chapter Objectives 2 and 3, AACSB: Reflective Thinking)
5-17. Interview members of a celebrity fan club. Describe their level of involvement with the
“product,” and devise some marketing strategies to reach this group.
Student responses to this exercise might consider a variety of celebrities—movie stars,
musicians, and 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. The quickest way to do this project
is to “go online” to a “favorite site.” Most of the recognized search engines (e.g.,
Yahoo!) will have ways for you to reach the celebrity sites. (Possible Field Project Idea)
5-18. The chapter notes that marketers continue to push the envelope to create spectacles that
will increase consumer involvement with their messages:
• A British show broadcast a group of skydivers who performed a dangerous jump to create
a human formation in the air that spelled out the letters H, O, N, D, and A.
• Honda built a musical road in Lancaster, PA; grooves in the cement create a series of
pitches that play the William Tell Overture when a car drives over them.
• A New York campaign for Jameson Irish Whiskey projects an ad onto a wall—an
operator scans the street for pedestrians who fit the brand’s profile and inserts live text
messages directed at them into the display.

5-16
• To promote the 25th anniversary of the Michael Jackson album Thriller, which featured
zombies dancing in a music video of the title song, Sony BMG staged a performance in the
London Underground. A group of “passengers” suddenly burst into a zombie-like dance
before they disappeared into the crowd, and this videotaped scene was posted online. The
video inspired similar performances in other countries, and within a week more than a
million people had downloaded these films. In a similar stunt for T-Mobile, several
hundred commuters at the Liverpool rail station broke into a dance; more than 15 million
people watched the performance on YouTube in the following weeks. These (not so)
spontaneous flashmobs have become increasingly common.
Can you top these? Imagine that a client hires you to launch a new energy drink. Propose a
spectacle you could engineer that would attract potential customers to learn more about
your product.
Student responses to this question will vary considerably. They might include popular
music, celebrities, or trends including dance moves, and activities. Concepts from the text
such as mood, happiness, positive affects etc. might also be discussed.

5-17
CASE STUDY TEACHING NOTES
Chapter 5Case Study: Has The Death Of The Watch Been Greatly Exaggerated? Apple
Gets Into The Game.
Summary of Case
It used to be that putting on a watch was just a standard part of getting dressed in the morning.
How could you hope to move successfully throughout your day, making it to appointments on
time, if you weren’t wearing a watch on your wrist to let you know what time it is? Today,
however, we’re surrounded by technology devices at work, home, and even away from home
that readily displays the time of day.
Suggested Answers for Discussion Questions
CS 5.1.Discuss the possible reasons to buy a watch today. Connect each motivation you identify
with an appropriate motivational theory from the chapter.
Watches can be purchased for esteem needs (Maslow), perceived risk, or could be a cult
product.
CS 5.2.What does Apple really believe will motivate consumers to purchase the Apple Watch?
Are there different motivations at the low versus high (luxury version) price point?
Apple products are considered a cult product. Consumers will buy the Apple Watch for
different reasons from basic time to esteem needs.
CS 5.3. How do marketers of watches use marketing and advertising to motivate consumers to
buy them? Give specific examples.
Some watches are just watches like Timex, but other watches mean luxury, like Rolex.

5-18
Additional Support Material
STUDENT PROJECTS
Individual Projects
1. Ask students if they have provided opinions regarding products or brands on any website.
If yes, have them share it with the class. If not, let them visit a site to provide opinions
about their most recent significant purchase. They can also go to www.epinions.com and
provide their input.
Students may have gone to an individual retailer’s website or a website that collects
consumer opinions. This is related to the idea of involvement because consumers are
more likely to provide opinions about a product if they have a high level of involvement.
2. Have students think of examples of products or services that each of them has purchased
that fit the three types of motivational conflicts found in Figure 4.1.
Approach-approach conflict—a person must choose between two desirable alternatives
Example: choosing between two favorite brands of automobiles.
Approach-avoidance conflict—many products or services we desire have negative
consequences attached to them; example: wanting Twinkies but feeling like a glutton.
Avoidance-avoidance conflict—a choice between two undesirable alternatives; example:
spend more to repair an older car or buy a newer more expensive car.
3. Find a student who is not too shy to do this one. Ask the student to search for
unconscious motives by asking six people if they are wearing perfume or cologne. Make
sure they keep asking until at least three people say, “Yes.” Then have them 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 had a date. Share their responses with the class and evaluate them. Can the class
uncover any hidden motivations?
Look for students to understand what motivation is. Some people may be forthcoming
about the needs that they are trying to satisfy by using cologne, which may or may not be
related to dating. Students may make inferences about hidden motivations that are not
correct.
(45 minutes, Chapter Objective 1, AACSB: Analytic Skills)
4. 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 individuals in solitude might also consume each of the
items that they listed. Are there viable needs that consumers have for consuming these
products both in the company of others as well as by themselves?
Social needs or a need to belong is often used as part of the marketing appeal for
beverages (e.g. alcoholic beverages), fragrances, oral hygiene products, and

5-19
entertainment products, among others. Traditional students may think of the marketing
associated with student organizations, including sororities/fraternities. For the second
part of the question, the students’ responses will depend on the product selected and the
cultural norms associated with the consumption of the product.
5. Have each student extensively describe a consumption situation that reflects each of the
following: need for affiliation, need for power, and need for uniqueness.
Consumption situations that reflect a need for affiliation usually put the consumer in the
company of other people and make him/her feel like part of something.
Bars/clubs/sporting events may be among the examples. Consumption situations that
reflect a need for power usually put the consumer in control and give the consumer and
opportunity to develop mastery over his/her surroundings. Automotive products (e.g.
tires, engine additives, vehicles) and technology products often appeal to the need for
power. Consumption situations that reflect a need for uniqueness include products that
bring out the individual’s distinctive qualities and/or make the individual feel special.
Apparel often falls in this category, particularly when the consumer is shopping for a
special event.
6. 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.
Students may think broadly of hedonic or utilitarian motives. Hedonic motives are driven
by a desire to experience excitement or fantasy. Utilitarian motives are driven by a
rational or functional need. They may also speak about motives that are aroused by
biogenic (food, water, air, shelter) or psychogenic needs (status, power, affiliation), or by
need for affiliation/power/uniqueness. Look for students to reflect their understanding of
the category of underlying needs they select.
7. Ask students to find a print ad that appeals to each level of Maslow’s hierarchy. In class,
have different students show their ads and explain why their ads appeal to each level. Ask
why they think the firm selected this particular appeal. Is there overlap between levels? Is
this good or bad?
Student examples should include an ad that appeals to physiological, safety, social,
esteem and self-actualization needs. Student explanations should reflect their
understanding of each of these levels in the hierarchy. Student opinions about the
overlap between levels and whether it is good or bad are likely to vary. Encourage
students to think about whether it is good or bad in light of what they read regarding
criticisms of Maslow’s hierarchy in the chapter.
8. Have individual students construct an example of the means-end chain model for a
specific product or brand. Explain the thought process used.

5-20
Look for students to create a chain that links specific product attributes to terminal
values via intermediate steps. Refer students to figure 4.4 for an example. Look for
students to reflect their understanding that products provide a means to a desired end.
9. Have students think of some product or service they have purchased recently. Then have
them respond to the consumer involvement scale in Table 4.1. Is their involvement with
this product best described as product involvement, message-response involvement, or
purchase situation involvement? Why?
Student responses will vary depending on the purchase made, but look for students to
reflect their understanding of the type of involvement they use to describe the situation by
explaining why the type of involvement they selected is the most descriptive of their
purchase situation. Some students may feel high levels of more than one kind of
involvement characterized the purchase. If so, encourage students to explain why that is
the case, which should help reinforce the differences between the different types of
involvement.
10. Have each student list what he or she perceives to be the five most important values
themselves. To their parents. How do these values transfer to purchase decisions? How
would marketers find out about their values?
It is often interesting to discuss how the students’ important values overlap with and
differ from their perceptions of their parents’ values. It provides the opportunity to
reinforce the idea that the relative ranking of values is culturally defined and the role of
socialization agents outside of the family (e.g. teachers, friends). Look for student
understanding of the values when they discuss how they affect purchase decisions. This
process will require more thought if students select, for example, a cultural value as
opposed to a product-oriented value. Research techniques to learn about values may
include syndicated studies, surveys (Hofstede’s scale, the Rokeach Value Survey, List of
Values scale), or depth interviews (Means-End Chain model).
Group Projects
1. Assign groups of students to observe a table of people eating in either a restaurant or

cafeteria setting. See if they can identify any of the major motives at work. Have them
report on their conclusions. (Hint: Watch the respondents’ behavior while they eat and
during their conversation. Perhaps students might like to videotape part of the meal—five
minutes maximum).
Most students will be able to distinguish between people who are there for the
entertainment or enjoyment of the experience (hedonic motives) from those who are
simply there to satisfy their hunger (utilitarian motives). Students may also use Maslow’s
hierarchy to classify motives. Some students may find this fun, particularly if they like to
people watch and make up stories about who the people are and what they are doing.
Other students may not feel comfortable watching others. If not, you may want to

5-21
provide an alternative assignment. Students may have the ability to videotape on their
phones.
(90 minutes, Chapter Objective 1, AACSB: Analytic Skills)
2. Have groups of students come up with three examples of a truly mass-customized

product. For each, have them give extensive reasons as to why consumers might choose
the mass-customized version of a product over the “off-the-rack” version.
Student examples may include M&M’s (www.mymms.com is mentioned in the text), Dell
computers, make-up/perfume companies, blue jeans companies, NikeID and Chuck
Taylor Converse sneakers, credit card companies that allow you to put a photo you select
on your credit card, etc. Reasons why consumers might choose a mass-customized
version of the product may be a function of the way they will use the product (a product
that is designed for them is more likely to meet the consumers’ needs/wants) and may
relate to the need for uniqueness.
3. 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.) During this process, were they more aware of ads? Have
students discuss their diaries in groups.
If you guide students toward Maslow’s hierarchy of needs, you should look for their
responses to be characterized based on physiological, safety, social, esteem and self-
actualization needs. Since this is a suggested group project, it may be enlightening to ask
students to compare their motives for the same product category. The last question,
regarding awareness of ads, can be related to the content in Chapter 2 on perceptual
vigilance.
4. Have the class go to a shopping center or mall and observe others’ behavior. What
conclusions can they make about motives, involvement, and values after having made the
observation?
This group assignment is similar to the first group assignment, but takes place in a
different context. It may be easier to observe multiple shoppers in a mall than in a
restaurant. You can direct students to characterize shoppers based on their
demographics to see if there is any pattern, what the students perceive motivates different
shoppers in this context. Values may be difficult to observe, but students may be likely to
observe materialism.
(90 minutes, Chapter Objectives 1-3, AACSB: Reflective Thinking)
5. In a project related to #4, 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).
Students may observe shoppers who seem highly involved in a product category or
purchase situation. They should recognize sales promotions and customized

5-22
communication strategies are designed to increase consumer involvement. They may
also observe strategies used to increase involvement in the in-store messages (e.g. end-
cap displays, shelf-talkers, digital signage).

5-23
eLAB
Individual Assignments
1. Visit a website that includes a quiz or test of materialism (ex.

http://www.expertrating.com/quizzes/Materialism-Test.asp or find it at
www.Quizilla.com) and take the test to evaluate how materialistic you are.
Students are likely to get different responses, depending on the importance of possessions
to the student. They may also have opinions about the accuracy of the results (for
themselves or for their classmates).
(20-25 minutes, Chapter Objective 4, AACSB: Reflective Thinking)
2. Go to www.benjerry.com. Ben & Jerry’s Ice Cream is famous for a well-rounded

mission statement and care and concern for the environment. What is their mission? What
indications are there about the organization’s commitment to the environment? What
values does the company try to express? How might this expression help the organization
market products?
Ben & Jerry’s mission statement can be found under activism (follow the link here:
http://www.benjerry.com/activism/mission-statement/). The company publishes a Social
and Environmental Assessment Report each year (follow the link here:
http://www.benjerry.com/company/sear/). Students may relate the company’s values to
the growing LOHAS segment.
3. Go to www.wholefoods.com. Take some time to become familiar with the website.

Describe this company and the products that they offer. Select specific examples of
products that seem to target the LOHAS values segment. Are the products that might
appeal to values other than those described by LOHAS?
LOHAS is an acronym for “lifestyles of health and sustainability.” Marketers are
responding to the needs of this segment with eco-friendly products and programs.
Students may observe Whole Foods seafood labeling initiative and their efforts to reduce
seafood that is not sustainable. Students may become aware of wellness programs Whole
Foods rolled out in select markets, which include nutrition programs, social dinners and
partnerships with exercise facilities/yoga centers in exchange for a membership fee.
Students should also recognize that people might buy products that appeal to LOHAS for
reasons other than health and sustainability.
4. Go to www.burton.com. Burton Snowboards are very popular with Gen Y. How does
this website attempt to motivate consumers to try the sport and the Burton products? Be
specific with the description of strategies that Burton uses. Do you think the Burton
approach is effective? Explain. This project can also be done with Nike.com.
The website uses video to show people trying the sport, collects information to learn
about consumer needs and provide advice to make the sport less intimidating to
newcomers, offers a community of users, and provides access to people who want to

5-24
learn how to snowboard. Student opinions on whether the Burton approach is effective
may vary.
5. Go to http://shop.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?
Vans Customs offers consumers the opportunity to choose from four different types of
sneakers. After the consumer selects a size and gender, the site offers consumers the
ability to customize the design (with templates where the consumer can start). The site
provides an example of mass customization (personalization of products and services for
individual customers at a mass-production price), which is noted to increase product
involvement in the chapter.
6. 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?
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)?
Specialized offers mountain bikes, road bikes, multi use bikes, dirt/park/street bikes, bikes
for kids, and equipment for bikes. Specialized shows images of people enjoying their
products and provides information about champions. The site also provides an
opportunity for consumers to engage in a community and interactive tools to help
decision-making. Specialized may offer a call to action or provide access to training
events for beginners.
Group Assignments
1. Visit a motivation website such as www.GetMotivation.com or

www.Motivation123.com. Many of these sites target personal motivation but are there
techniques that marketers can learn in order to motivate consumers to buy a
product/service or buy into a type of lifestyle? Write a report and present.
Students should identify specific techniques related to the content of the website they
select. The students may have different ideas about how the content on the websites
relates to the suggested content. Look for students to provide support for their opinions.
2. Go to www.strategicinsights.com. Your group should explore the VALS, VALS2, and

iVALS methods discussed on the website. Describe each of the methods. Pick one of the
methods for further research. Have each group member take the VALS test online. What
were the results? Comment on these methods as a means to explore consumer values.
Devise an experiment by which VALS studies could be used to explore consumer values.

5-25
The test can be found at http://www.strategicbusinessinsights.com/vals/presurvey.shtml.
Students should report on how they feel the values identified in the test relate the
innovativeness, source of motivation, and resources. Students may compare responses
from different segments, as identified in VALS, as the experiment. You can extend this
project by asking students to describe a marketing strategy for a product aimed at a
specific VALS segment.
3. Go to www.burningman.com. Become familiar with the purpose of this festival. As a

group, discuss the extent to which it is possible to achieve the purposes set forth by this
organization. Discuss the irony of this.
Burning man is a festival dedicated to self-reliance, self-expression, art, and community.
The ten principles are found here:
http://www.burningman.com/whatisburningman/about_burningman/principles.html. The
festival touts individual expression/self-reliance at the same time as it espouses the value
of the community.

5-26

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Chapter 5: MOTIVATION AND AFFECT

1. Products can satisfy a range of consumer needs.

3. Consumers experience a range of affective responses to products and marketing

Copyright © 2017 Pearson Education, Inc.

Consumer experience a range of affective responses to products and marketing messages.

Copyright © 2017 Pearson Education, Inc.

B. Needs can be:

F. Motivation can be described in terms of:

Discussion Opportunity—Bring in examples of magazine ads that demonstrate an attempt to

Copyright © 2017 Pearson Education, Inc.

H. Needs Versus Wants

Discussion Opportunity—Ask: What is a product or service you could purchase to fulfill a

6. Motivation and Emotion

Discussion Opportunity—ToneCheck is a sentiment analysis program that reports on emotions it

II. Motivational conflicts

Copyright © 2017 Pearson Education, Inc.

Discussion Opportunity—Give an illustration of when motives conflict with one another in

iii. Approach-approach conflict—a person must choose between two desirable

iv. Approach-avoidance conflict—many products or services we desire have negative

C. How Do We Classify Consumer Needs?

Copyright © 2017 Pearson Education, Inc.

*****Use Figure 5.2 Here *****

*****Use Consumer Behavior Challenge Here *****

Copyright © 2017 Pearson Education, Inc.

VI. Negative Affect

VII. Social Media

VII Consumer Involvement

*****Use Figure 5.3 Here *****

Discussion Opportunity—Ask: Who can give me an example of involvement with a product

B. Levels of Involvement: From Inertia to Passion

Copyright © 2017 Pearson Education, Inc.

*****Use Consumer Behavior Challenge Here *****

C. The Many Faces of Involvement

*****Use Table 5.1 Here *****

2. Message-response involvement (advertising involvement) refers to the consumer’s

Copyright © 2017 Pearson Education, Inc.

Discussion Opportunity—Illustrate each of the “faces of involvement.” How would marketers

Copyright © 2017 Pearson Education, Inc.

SUMMARY OF SPECIAL FEATURE BOXES

1. CB As I See It; Michael Tuan Pham, Columbia University

2. The Tangled Web

3. The Tangled Web

6. CB As I See It; Debora Thompson, Georgetown University

The co-creation of marketing with consumers is expected to significantly increase consumer

Copyright © 2017 Pearson Education, Inc.

Copyright © 2017 Pearson Education, Inc.

5-3. Explain the difference between a need and a want.

5-4. What is cognitive dissonance?

Copyright © 2017 Pearson Education, Inc.

5-7. What is the difference between a mood and an emotion?

5-8. What is mood congruency and how to advertisers use it?

Copyright © 2017 Pearson Education, Inc.

CONSUMER BEHAVIOR CHALLENGE

5-11. Does money buy happiness? Why or why not?

Copyright © 2017 Pearson Education, Inc.

Copyright © 2017 Pearson Education, Inc.

Copyright © 2017 Pearson Education, Inc.

Use Figure 5.2 Here

Use Consumer Behavior Challenge Here

Use Figure 5.3 Here

Use Consumer Behavior Challenge Here

Use Table 5.1 Here