Attitude and Social Cognition — NCERT Solutions

Definition of Attitude:
An attitude is a learned predisposition to respond in a consistently favourable or unfavourable manner with respect to a given object, person, group, issue, or event. It represents a combination of thoughts, feelings, and behavioural tendencies directed towards something.

Components of an Attitude (A-B-C Model):

An attitude has three interrelated components:

1. Affective Component (A — 'A' for Affect/Feeling):

• This refers to the emotional or feeling aspect of an attitude.
• It involves the positive or negative feelings a person has towards the attitude object.
• Example: Feeling happy and excited about environmental conservation.

2. Behavioural Component (B — 'B' for Behaviour):

• This refers to the tendency or predisposition to act in a certain way towards the attitude object.
• It is the action-oriented component.
• Example: Actively participating in cleanliness drives or recycling activities.

3. Cognitive Component (C — 'C' for Cognition/Thought):

• This refers to the beliefs, thoughts, and knowledge a person holds about the attitude object.
• It includes what a person knows or believes to be true.
• Example: Believing that pollution is harmful to health and the environment.

Interrelation of Components:
All three components are interrelated. A change in one component often leads to a change in the others. For instance, if a person gains new knowledge (cognitive) about the dangers of junk food, their feelings (affective) and behaviour (behavioural) towards junk food may also change.

Conclusion: Attitudes are complex mental states that guide our perceptions, feelings, and actions towards objects, people, or situations in our social world.

Yes, attitudes are learnt. Attitudes are not inborn; they are acquired through experience and social interaction over time.

How Attitudes are Learnt — Major Processes:

1. Classical Conditioning:

• When a neutral stimulus is repeatedly paired with a stimulus that already produces a positive or negative response, the neutral stimulus begins to evoke a similar response.
• Example: A child who repeatedly sees their parent react with fear towards dogs will develop a negative attitude towards dogs.

2. Operant (Instrumental) Conditioning:

• Attitudes that are rewarded (reinforced) tend to be strengthened, while those that are punished tend to be weakened.
• Example: A child who is praised for expressing respect towards elders develops a positive attitude towards elders.

3. Observational Learning (Modelling):

• People learn attitudes by observing and imitating others, especially role models, parents, teachers, and peers.
• Example: A child who observes their parents donating to charity develops a positive attitude towards helping others.

4. Family and School Influences:

• Family is the primary agent of socialisation. Parents, siblings, and the home environment shape early attitudes.
• Schools and teachers further reinforce or modify these attitudes.
• Example: A family that values education instils a positive attitude towards learning in children.

5. Reference Groups:

• The groups to which a person belongs or aspires to belong (peer groups, religious groups, political groups) strongly influence attitude formation.
• Example: Peer pressure during adolescence can shape attitudes towards fashion, music, or social issues.

6. Media:

• Television, social media, newspapers, and advertisements play a powerful role in shaping attitudes by repeatedly presenting certain images, ideas, and values.
• Example: Advertisements promoting healthy eating can develop positive attitudes towards nutritious food.

Conclusion: Since attitudes are learnt through these various processes, they can also be changed or modified through similar learning experiences.

Factors Influencing the Formation of Attitudes:

Attitude formation is a gradual process influenced by multiple factors:

1. Family and Early Socialisation:

• The family is the first and most influential agent of socialisation.
• Children absorb the values, beliefs, and attitudes of their parents and siblings from a very early age.
• Example: Attitudes towards religion, caste, gender roles, and politics are often shaped within the family.

2. School and Educational Institutions:

• Teachers, curriculum, and the school environment contribute significantly to attitude formation.
• Schools promote attitudes towards discipline, patriotism, equality, and learning.

3. Peer Groups and Reference Groups:

• As children grow, peer groups become increasingly important in shaping attitudes.
• Reference groups (groups one identifies with or aspires to join) also influence attitudes strongly.
• Example: Adolescents may adopt the attitudes of their friend circle regarding fashion, music, or social issues.

4. Personal Experience:

• Direct personal experiences with objects, people, or events lead to the formation of strong attitudes.
• Example: A person who has had a bad experience with a particular community may develop a negative attitude towards that group.

5. Media:

• Mass media (television, internet, newspapers, films) shapes attitudes by repeatedly presenting certain viewpoints, stereotypes, and values.
• Advertising is a powerful tool for attitude formation and change.

6. Culture and Society:

• The broader cultural context, social norms, traditions, and values of a society influence what attitudes are considered acceptable or desirable.

7. Economic and Social Status:

• A person's socioeconomic background can influence their attitudes towards work, education, politics, and social issues.

Conclusion: Attitude formation is a complex, ongoing process shaped by the interplay of personal experiences and social influences throughout a person's life.

No, behaviour is not always a reflection of one's attitude.

Explanation:
Although attitudes are predispositions to behave in a certain way, actual behaviour does not always correspond to attitudes. There can be a significant gap between what a person believes or feels (attitude) and what they actually do (behaviour). This is known as the attitude-behaviour gap.

Factors that cause a gap between attitude and behaviour:

1. Social Norms and Pressure: A person may hold a private attitude but behave differently in public due to social pressure or fear of disapproval.

• Example: A person may privately believe in gender equality but may not speak up against gender discrimination in a traditional family setting.

2. Situational Constraints: External circumstances may prevent a person from acting according to their attitude.

• Example: A person may have a positive attitude towards donating to charity but may not donate due to financial constraints.

3. Competing Attitudes: Sometimes two conflicting attitudes exist simultaneously, and the stronger one determines behaviour.

4. Lack of Awareness or Opportunity: A person may not always have the opportunity to act in accordance with their attitude.

Relevant Example:
A student may have a very positive attitude towards physical fitness and believe that exercise is important for health. However, due to a busy schedule, laziness, or peer influence, the same student may not exercise regularly. Here, the behaviour (not exercising) does not reflect the attitude (believing in fitness).

Conclusion: While attitudes do influence behaviour, the relationship between the two is not always direct or consistent. Behaviour is shaped by a combination of attitudes, situational factors, social norms, and personal constraints. Therefore, behaviour is not always a true reflection of one's attitude.