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Theoretical assumptions for explaining travel behaviour changes are frequently limited to disciplinary boundaries. By combining the occurrence of key events with attitudinal dimensions in the ROA model and, furthermore, drawing on the model of cognitive dissonance, an integrated theoretical framework is presented.

We review several streams of research in different fields of travel behaviour research and develop a theoretical framework for guiding future empirical work on travel behaviour research.

The theoretical framework proposes that due to a key event a window of opportunity opens for behavioural change and adaptation processes of attitudes and behaviour.

Further empirical research will have to show the validity and usefulness of the theoretical framework developed. A panel data analysis is proposed with attitudinal variables before and after a certain key event.

The vast majority of interventions during organizational change tend to focus on individually-held attitudes toward change. However, groups often form collective attitudes that are distinct from those held by its individual members, and organizational change often necessitates collective attitude change within teams, work units, or even the entire organization. We challenge the dominant view that collective attitudes to organizational change merely reflect an aggregation of individual attitudes by considering how and why collectively-held change attitudes are formed and activated. Drawing on social network theory, we propose an alternative approach toward an understanding of change. Acknowledging and detailing attitude formation as a social response to change – a social system of interaction among change recipients – we explain how collective attitudes to organizational change emerge. With this stance, individuals may hold broad and differing attitudes, but as a group can come together to share a collective attitude toward change. Using this approach, we explain how collective attitudes and individual attitudes are linked through top-down or bottom-up processes, or a combination of both. Developing this alternative perspective improves our understanding of how collective attitudes to change develop and evolve and enables both scholars and practitioners to better manage and influence the formation of change-supportive collective attitudes.

This research study examines how changing the logo to one that depicts social distancing impacts consumers’ attitude toward the brand, attitude toward social distancing guidelines, intention to follow social distancing guidelines, purchase intention, logo evaluation and word of mouth (WOM).

A 2 (logo type: conventional vs. novel) X 2 (product involvement: high vs. low) between-subjects experimental design was employed. A multivariate analysis of covariance (MANCOVA) was run on the dependent variables (i.e. attitude toward the brand, attitude toward social distancing guidelines, intention to follow social distancing guidelines, purchase intention, logo evaluation and WOM).

The results indicate a significant moderating effect of product involvement. Individuals who were exposed to a novel logo for a low-involvement product demonstrated improved purchase intentions, attitudes towards the brand, WOM and intentions to follow social distancing guidelines.

From a practical perspective, the results suggest that managers at global brands should consider their brand’s response to the COVID-19 crisis. For example, Nike chose to frame its consumers’ athletic habits as a lifesaving call to action with a new advertising copy that proposed, “If you ever dreamed of playing for millions around the world, now is your chance: play inside, play for the world,” to stress the necessity for people to stay at home.

From a theoretical perspective, the results of this study add to the emerging literature on CSR and logo changing, and particularly on following social distancing guidelines introduced in response to COVID-19, by exploring the link between COVID-19 advertising in promotional materials (logo changing) and outcomes such as attitude toward the brand, attitude toward social distancing guidelines, intention to follow social distancing guidelines, purchase intention, logo evaluation and WOM.

This research study adds to the literature on CSR and logo changing, primarily the contribution is based on the understanding of the impact of social distancing guidelines introduced in response to COVID-19. More specifically, this research study contributes toward the understanding of the link between COVID-19 advertising in promotional materials (e.g. logo changing) and outcomes such as attitude toward the brand, attitude toward social distancing guidelines, intention to follow social distancing guidelines, purchase intention, logo evaluation and WOM.

Public service announcements (PSAs) are frequently used tools to try to change attitudes and behaviors on social issues, including texting and driving, which has been social problem for over a decade. However, the effectiveness of such PSA campaigns often meet with varying degrees of success, suggesting changes to current anti-texting and driving campaigns are needed. This study aims to examine how to design more effective anti-texting and driving PSA campaigns by identifying the elements of existing campaigns that have the strongest impact on attitude change.

In total, 682 respondents from Amazon’s Mechanical Turk participated in an online study in which they evaluated 162 real-world anti-texting and driving ads. Respondents evaluated the ads on various ad elements (i.e. type of appeal, source of emotion, discrete emotions and perceived creativity), as well as their attitudes toward the issue after seeing the ad.

PSAs that use emotional (vs rational) appeals, evoke emotion through imagery (vs text) and/or use fear (vs disgust, anger or guilt) result in the largest changes in attitude. In addition, more creative PSAs are more effective at changing attitudes.

Overall, the results provide useful information to social marketers on how to design more effective anti-texting and driving campaigns.

This paper aims to investigate the impacts of a science-based environmental communication campaign at a university dining hall. The impacts are assessed in terms of student attitudes toward sustainability, food consumption choices and perceptions and understanding of the campaign and the information it communicated.

A communication campaign was designed to convey the water footprint of food entrées available at a university dining hall. This campaign was tested during a three-week field experiment in which students at the dining hall were exposed to information about the sustainability of their food. To measure behavior and attitude change, sales and production data were collected before, during and after the campaign, and pre- and post-test surveys were administered. To better understand perceptions, the authors conducted in-depth interviews with undergraduate students who frequented the dining hall.

Consumption patterns did not change significantly as a result of the campaign, and students’ attitude scores actually became slightly less positive toward choosing low water footprint foods. Interview data helped explain these results by showing that the ability and desire of students to choose sustainable food were overwhelmed by convenience and time pressures; other food attributes often outweighed sustainability; limited food source information could not verify the benefits of sustainable food; and the science of water footprints was disconnected from students’ subjective concepts of sustainability.

This paper empirically examines how students understand and interpret an environmental change campaign focused on sustainable food. It addresses an important gap in the literature by augmenting experimental and survey results with in-depth interview data, which help explain the often ineffective outcomes of behavior change campaigns. The research was conducted in the novel setting of a university dining hall.

This article is presented as training material for an introductory session on the management of change in organisations One of the most stubborn concepts to get across to a group of managers or supervisors is the relationship between attitude and behaviour and to define the distinction between the two. I believe that a working understanding of this relationship is critical to the business of improving human performance in the situation in which most of today's managers and supervisors work. It might seem a bit remote to stand up in front of a group of tough managers and tell them that you are going to help them to clarify the difference between attitude and behaviour in the belief that this will help them in their daily work of managing people. You can actually see the look of incredulity on their faces.

This paper aims to examine the effects of watching a video providing knowledge about either a Sikh student or an older student on participants' knowledge about each particular group, their attitudes towards that group.

The study used a pre‐post experimental design and examined the effects of diversity awareness training using a short web‐based video.

Results indicated that watching a Sikh video significantly increased knowledge of Sikhs and had a marginally significant effect on improving attitudes toward that target group. Additionally, White participants experienced a greater positive attitude change towards Sikhs than non‐White participants. There were no significant effects on knowledge or attitude change for older individuals. However, watching either video was associated with a decline in participants' multiculturalism attitudes.

The results suggest that further work is needed on the effects of specifically focused diversity training as well as more general multicultural training. The study only examined short‐term change in participants' knowledge and attitudes: more research is needed to examine the long‐term effects of diversity training.

The results indicate that organizations should perform some type of need assessment prior to conducting diversity training because narrowly focused diversity training is not likely to have generalized effects.

The paper should interest academics and practitioners since there is very little research that has examined how diversity training works and whether it is effective.

Many education for sustainable development (ESD) programs are designed to change attitudes and values toward the natural environment. However, psychological research indicates that several factors in addition to attitude influence behavior, including contextual support, social norms, action difficulty, and habitual behavior. Thus, if attitude change is to translate into altered behavior, education must extend beyond attitudes to assist people to act in ways consistent with their values. The purpose of this paper is to review the psychological research showing weak correlation between attitudes and behavior, the factors that mediate this relationship, and to describe the implications of these findings for university institutions and ESD programs.

The paper is organized as a review and editorial article, describing relevant research, and outlining implications and suggested actions.

The results of the reviewed research indicate that attitude‐behavior correlations are mediated by several factors, including contextual conditions such as inconvenience and personal factors such as habits.

The implications of these findings are that ESD programs should specifically address factors that mediate the attitude‐behavior relationship, including contextual changes and the development of personal management plans. Examples for each type of change are suggested.

The implications of these findings for ESD programs have not previously been highlighted. Specifically, to achieve sustainable development requires attention to these mediating factors as well as to knowledge generation and attitude change. Thus, the value of this paper is to encourage ESD developers to expand their programs to encourage contextual change and personal behavior management plans.

This article studies attitude change and its intention is to emphasise that management education has its impact through influencing attitudes as well as developing instrumental skills—skills in getting things done. The first part presents a research study and its conclusions, the second discusses some of the implications of these conclusions and some of the issues they raise.

We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he or she was responsible for changing someone else’s behavior or attitude, and the perceptual, motivational, and cognitive factors that are likely to impact whether an influencer’s claims of responsibility are excessive, insufficient, or accurate.

We first review classic work on social influence, responsibility or blame attribution, and perceptions of control, identifying a gap in the literature with respect to understanding how people judge their own responsibility for other people’s behavior and attitudes. We then draw from a wide range of social psychological research to propose a model of how an individual would determine his or her degree of responsibility for someone else’s behavior or attitude.

A potential influencer’s beliefs about the extent of his or her influence can determine whether he or she engages in an influence attempt, how he or she engages in such an attempt, and whether he or she takes responsibility for another person’s behavior or beliefs.

For decades, scholars researching social influence have explored how one’s behavior and attitudes are shaped by one’s social environment. However, amidst this focus on the perspective of the target of social influence, the perspective of the influencer has been ignored. This paper addresses the largely neglected question of how much responsibility influencers take for the impact their words, actions, and presence have on others.