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Schiff cb ce_04
1.
Chapter 4 Personality, Self-Image,
and Life Style Consumer Behaviour Canadian Edition Schiffman/Kanuk/Das Copyright © 2006 Pearson Education Canada Inc 1
2.
Opening Vignette Do you
see yourself as beautiful? Only1% of all women see themselves as beautiful Most ads portray an ideal image that is unattainable Dove’s ‘Campaign for Real Beauty’ http://www.dove.ca Copyright © 2006 Pearson Education 4-2
3.
What Is Personality? The
inner psychological characteristics that both determine and reflect how a person responds to his or her environment. Copyright © 2006 Pearson Education 4-3
4.
The Nature of
Personality Personality reflects individual differences Personality is consistent and enduring Personality can change Copyright © 2006 Pearson Education 4-4
5.
Theories of Personality
Freudian theory – Unconscious needs or drives are at the heart of human motivation – Three interacting systems • Id: primitive and impulsive drives • Superego: Individual’s internal expression of society’s moral and ethical codes of conduct • Ego: Individual’s conscious control » continued Copyright © 2006 Pearson Education 4-5
6.
Theories of Personality
Neo-Freudian personality theory – Social relationships are fundamental to the formation and development of personality – e.g., CAD theory Copyright © 2006 Pearson Education 4-6
7.
Horney’s CAD Theory
Using the context of child-parent relationships, individuals can be classified into: – Compliant individuals – Aggressive individuals – Detached individuals Copyright © 2006 Pearson Education 4-7
8.
CAD theory Compliant Personality –
One who desires to be loved, wanted, and appreciated by others. Aggressive Personality – One who moves against others (e.g., competes with others, desires to excel and win admiration). Detached Personality – One who moves away from others (e.g., who desires independence, self-sufficiency, and freedom from obligations). Copyright © 2006 Pearson Education 4-8
9.
Theories of Personality
– Cont’d Cognitive Theories of Personality – Personality as differences in cognitive processes (how consumers process and react to information) Copyright © 2006 Pearson Education 4-9
10.
Need for Cognition
(NC) A person’s craving for enjoyment of thinking High NC consumers are likely to: – Relate better to written messages – Want product-related information – Spend more time processing print ads – Enjoy using the internet to get information Copyright © 2006 Pearson Education 4-10
11.
Visualizers Vs Verbalizers A person’s
preference for information presented visually or verbally Visualizers require strong visual elements in ads Verbalizers prefer written information, print ads, question-answer format Copyright © 2006 Pearson Education 4-11
12.
Theories of Personality
– Cont’d Trait theory – Quantitative approach to personality as a set of psychological traits – Single-trait or multiple-trait theories Copyright © 2006 Pearson Education 4-12
13.
Copyright © 2006
Pearson Education 4-13
14.
Trait Theories –
Cont’d Consumer materialism – The extent to which a person is considered “materialistic” Fixed consumption behaviour – Consumers fixated on certain products or categories of products Compulsive consumption behaviour – “Addicted” or “out-of-control” consumers Copyright © 2006 Pearson Education 4-14
15.
Consumer Innovativeness The degree
to which consumers are receptive to new products, new services or new practices. Consumer innovators are likely to: – – – – Score lower on dogmatism Score higher on need for uniqueness Have higher optimum stimulation levels Have higher need for sensation seeking and variety seeking behaviours Copyright © 2006 Pearson Education 4-15
16.
Consumer Materialism Possessions seen
as for one’s identity Materialistic People – – – – Value acquiring and showing-off possessions Are particularly self-centered and selfish Seek lifestyles full of possessions Have many possessions that do not lead to greater happiness Copyright © 2006 Pearson Education 4-16
17.
Consumer Ethnocentrism Ethnocentric consumers
feel it is wrong to purchase foreign-made products They can be targeted by stressing nationalistic themes Copyright © 2006 Pearson Education 4-17
18.
Research Insight: From
Consumer Materialism to Compulsive Consumption Consumer materialism – The extent to which a person is considered “materialistic” Fixed consumption behaviour – Consumers fixated on certain products or categories of products Compulsive consumption behaviour – “Addicted” or “out-of-control” consumers Copyright © 2006 Pearson Education 4-18
19.
Fixated Consumption Behaviour
Consumers have – a deep interest in a particular object or product category – a willingness to go to considerable lengths to secure items in the category of interest – the dedication of a considerable amount of discretionary time and money to searching out the product Examples: collectors, hobbyists Copyright © 2006 Pearson Education 4-19
20.
Sample Items to
Measure Compulsive Buying 1. When I have money, I cannot help but spend part or the whole of it. 2. I am often impulsive in my buying behaviour. 3. As soon as I enter a shopping center, I have an irresistible urge to go into a shop to buy something. 4. I am one of those people who often responds to direct mail offers. 5. I have often bought a product that I did not need, while knowing I had very little money left. Copyright © 2006 Pearson Education 4-20
21.
Brand Personality Personality-like traits
associated with brands Volvo - safety Perdue - freshness Nike - the athlete BMW - performance Levi’s 501 - dependable and rugged Copyright © 2006 Pearson Education 4-21
22.
Copyright © 2006
Pearson Education 4-22
23.
(continued) Copyright © 2006
Pearson Education 4-23
24.
Figure 4-11 (continued) Copyright
© 2006 Pearson Education 4-24
25.
Personality and Marketing Strategy
Identify relevant personality traits Target consumers with the relevant personality traits Develop promotional messages that appeal to consumers with specific personality traits Develop a personality for the brand Copyright © 2006 Pearson Education 4-25
26.
Self and Self-Image
Self-image: A person’s perceptions of his/her self People have multiple selves – Different selves in different situations Copyright © 2006 Pearson Education 4-26
27.
Different Self-Images Actual SelfImage Ideal
Self-Image Ideal Social Self-Image Social Self-Image Expected Self-Image Copyright © 2006 Pearson Education 4-27
28.
Different Self-Images Actual Self-Image –
How you see your self Ideal Self-Image – How you would like to see yourself Social Self-Image – How you think others see you Ideal Social Self-Image – How you would like others to see you » continued Copyright © 2006 Pearson Education 4-28
29.
Different Self-Images- Cont’d
Expected Self-Image – How you expect to be in the future “Ought-to” Self – The qualities that you think you should possess Copyright © 2006 Pearson Education 4-29
30.
Possessions Act as
Self-Extensions By allowing the person to do things that otherwise would be very difficult By making a person feel better By conferring status or rank By bestowing feelings of immortality By endowing with magical powers Copyright © 2006 Pearson Education 4-30
31.
Copyright © 2006
Pearson Education 4-31
32.
Altering Self Images
If actual and ideal self-images are different, consumers may use products to alter their selves Personality vanity: self interest or admiration for one’s own appearance/achievements Copyright © 2006 Pearson Education 4-32
33.
Internet Insight: Virtual
Self Online individuals have an opportunity to try on different personalities Virtual personalities may result in different purchase behaviour Copyright © 2006 Pearson Education 4-33
34.
Self Concept and
Marketing Strategy Use self-concept for segmentation and positioning Market to consumers’ actual or ideal self-images – Depends on the nature of the product Promote products as ways of altering or extending self-image Copyright © 2006 Pearson Education 4-34
35.
Life Style and
Psychographics Psychographic Segmentation – Segmenting consumers on the basis of their activities, interests and opinions Psychographic-demographic profiles Geodemographic segmentation Copyright © 2006 Pearson Education 4-35
36.
Life Styles and
Marketing Strategy Use life styles for segmentation and positioning Develop media campaigns based on consumer life styles Copyright © 2006 Pearson Education 4-36
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