Introduction & Summary
Attitude, in a psychological context, refers to a learned predisposition to evaluate and respond to an object (person, place, thing, idea, or event) in a consistently favorable or unfavorable manner. It is a mental and neural state of readiness, exerting a directive or dynamic influence upon an individual's response to all objects and situations with which it is related. Understanding attitudes is crucial in public administration for predicting behavior, designing effective public policies, fostering social change, and cultivating essential values in civil servants. Attitudes are not innate; they are acquired through experience and social interaction, and they can, though often with difficulty, be changed.
(Source: Based on definitions from Gordon Allport, NCERT Psychology Class 12, IGNOU materials)
Core Content: Deep Dive into Attitude
2.1.1: Definition and Components of Attitude
An attitude is a learned, stable, and relatively enduring evaluation of a person, object, event, or issue. It represents an individual's overall feeling – positive, negative, or neutral – towards something.
"A learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object."
- They are learned through experience and interaction, not innate.
- They involve a predisposition to respond, implying they can influence behavior.
- They are consistent to a certain degree, though not immutable.
- They are directed towards an attitude object.
ABC Model (Tri-component Model) of Attitude
Affective Component (Feelings/Emotions)
Relates to the person’s feelings or emotions linked to an attitude object.
Example: Feeling happy when thinking about a holiday (positive affect), or feeling disgust towards smoking (negative affect).
Behavioral Component (Actions/Tendencies)
Refers to the way one behaves or intends to behave towards an attitude object.
Example: Actively participating in a cleanliness drive, or avoiding people who spread rumors.
Cognitive Component (Beliefs/Thoughts)
Involves a person’s belief, knowledge, ideas, and thoughts about an attitude object.
Example: Believing that "Hard work leads to success", or thinking "Exercise is good for health".
(Source: NCERT Psychology Class 12, Chapter 6: Attitude and Social Cognition; IGNOU MPA-014/MPAP-002 Human Resource Management/Ethics)
Characteristics of Attitudes
- Direction (Valence): Refers to whether the attitude is positive (favorable), negative (unfavorable), or neutral towards the object. Example: Positive attitude towards democracy, negative attitude towards corruption.
- Intensity (Strength): Indicates how strong the attitude is. A strong attitude is typically more resistant to change and more likely to influence behavior. Example: A mild preference for a political party vs. a passionate, unwavering support for it.
- Salience (Centrality/Prominence): Refers to the prominence of the attitude in a person's mind or its importance to them. Salient attitudes are easily accessible and more likely to guide behavior. Example: For an environmental activist, attitude towards conservation is highly salient.
2.1.2: Structure of Attitude
Unidimensional vs. Multidimensional Perspectives
Unidimensional Perspective
Views attitude as a single continuum, ranging from extremely positive to extremely negative. The affective component is often considered primary.
Example: Rating your attitude towards a policy on a scale of 1 (very unfavorable) to 7 (very favorable).
Multidimensional Perspective
Views attitude as comprising multiple components (like the ABC model). These components are distinct yet interrelated, allowing for complexity like ambivalence.
Example: Believing that organic food (cognitive) is healthy but finding it too expensive (affective consideration potentially leading to ambivalent behavior).
Hierarchical Models: Centrality of Attitudes
Attitudes can be organized hierarchically. Some attitudes are central (core to a person's value system and self-concept), while others are peripheral (less important, more superficial). Central attitudes are more resistant to change, more stable, and have a stronger influence on other attitudes and behaviors. Changing a central attitude can lead to widespread changes in other related attitudes.
Example: A person's attitude towards human rights (central) will likely influence their attitudes towards specific policies on refugees, gender equality, or capital punishment (peripheral or related).
Factors Influencing Attitude Formation
Direct Personal Experience
Attitudes formed through direct encounter with an attitude object are generally stronger and more enduring. Example: Developing a positive attitude towards a public service after receiving efficient help.
Social Learning (Observational Learning)
Acquiring attitudes by observing others (models) and the consequences of their behavior. Example: A child developing a respectful attitude towards elders by observing their parents.
Classical Conditioning
When a neutral stimulus is paired with one that elicits a response, the neutral stimulus can also elicit that response. Example: Positive attitude towards a brand because its ads feature beloved celebrities.
Operant/Instrumental Conditioning
Attitudes that are reinforced (rewarded) tend to be strengthened, while those punished are weakened. Example: A student developing a positive attitude towards punctuality after being praised.
Cultural and Social Norms
Society and culture provide a framework of accepted attitudes. Example: Societal attitudes towards marriage, family, or work.
Group Affiliations
Belonging to certain groups influences attitude formation to align with group norms. Example: Adopting attitudes of a political party one joins.
Genetic Factors (Briefly)
Minor indirect genetic influence, possibly through temperament or personality predispositions. Less significant than learning. Example: An inherited trait like sensation-seeking might predispose someone to develop positive attitudes towards risky sports.
2.1.3: Functions of Attitude (Katz's Functionalist Theory)
Daniel Katz proposed that attitudes serve several psychological functions for an individual, helping them navigate and make sense of their world:
1. Knowledge Function
Attitudes help organize and interpret complex information, making the world more understandable, predictable, and manageable. They provide a framework (schema) for processing information.
Example: Holding a stereotype about a group (simplifies perception). A positive example: an attitude that "government schemes are generally helpful" might lead one to actively seek information about them.
2. Utilitarian/Instrumental Function
Attitudes guide behavior to achieve rewards and avoid punishments. People develop favorable attitudes towards objects that aid in achieving desired goals and unfavorable attitudes towards objects that hinder them.
Example: Developing a positive attitude towards a supervisor who praises good work and provides opportunities for advancement.
3. Ego-Defensive Function
Attitudes can protect an individual's self-esteem or justify actions that make them feel guilty. They help defend the ego from internal conflicts or external threats.
Example: A person who is bad at a sport might develop a negative attitude towards it ("It's a silly game anyway") to protect their self-esteem. A public official indulging in corruption might develop an attitude that "everyone is corrupt" to reduce guilt.
4. Value-Expressive Function
Attitudes allow individuals to express their core values, self-concept, and identity. By expressing certain attitudes, people can communicate who they are and what they stand for.
Example: Supporting environmental protection policies expresses a value for nature and sustainability. Advocating for human rights expresses a commitment to equality and justice.
5. Social Adjustive Function (Social Acceptance/Identity Function)
Attitudes help individuals fit in with their social groups and gain approval or acceptance from others. People may adopt attitudes consistent with those of groups they value or aspire to join.
Example: A new employee might adopt the prevailing positive attitude towards teamwork in their department to be accepted by colleagues.
Prelims-Ready Notes
- Attitude: Learned predisposition to respond (favorably/unfavorably) to an object.
- ABC Model: Affective (Feelings), Behavioral (Actions), Cognitive (Beliefs).
- Characteristics: Direction (Valence), Intensity (Strength), Salience (Importance).
- Structure: Unidimensional vs. Multidimensional; Hierarchical (Central vs. Peripheral).
- Attitude Formation: Direct Personal Experience, Social Learning, Classical Conditioning, Operant Conditioning, Cultural & Social Norms, Group Affiliations, Genetic Factors (minor).
- Functions (Katz): Knowledge, Utilitarian, Ego-Defensive, Value-Expressive, Social Adjustive.
Summary Tables
Table 1: ABC Model of Attitude
| Component | Description | Example |
|---|---|---|
| Affective | Feelings, Emotions | Fear of spiders |
| Behavioral | Actions, Intentions | Avoiding spiders, screaming when seeing one |
| Cognitive | Beliefs, Thoughts | "Spiders are dangerous and can bite" |
Table 2: Factors in Attitude Formation
| Factor | Mechanism | Example |
|---|---|---|
| Direct Experience | Personal interaction | Liking a subject after a good teacher explains it. |
| Social Learning | Observing others (models) | Child adopting parents' political views. |
| Classical Conditioning | Association of stimuli | Positive feeling for a song played during happy times. |
| Operant Conditioning | Reinforcement (rewards/punishments) | Developing positive attitude towards honesty if praised. |
Table 3: Functions of Attitude (Katz)
| Function | Purpose | Example |
|---|---|---|
| Knowledge | Organize, simplify, make sense of world | Stereotypes; belief that education leads to better opportunities. |
| Utilitarian | Gain rewards, avoid punishments | Liking a boss who gives promotions. |
| Ego-Defensive | Protect self-esteem, reduce anxiety | Blaming others for one's failures. |
| Value-Expressive | Express core values, self-concept | Supporting human rights, environmentalism. |
| Social Adjustive | Fit in, gain social approval | Adopting team's attitudes to be accepted. |
Mains-Ready Analytical Notes
Major Debates/Discussions
Attitude-Behavior Consistency
- While attitudes are predispositions, the link isn't always direct or strong.
- LaPiere's (1934) classic study: Showed inconsistency; restaurants serving a Chinese couple later stated they wouldn't serve Chinese customers.
- Factors influencing consistency: Attitude Strength & Salience, Situational Factors, Specificity, Direct Experience.
- Theory of Planned Behavior (Ajzen): Behavior predicted by intentions, influenced by attitudes, subjective norms, and perceived behavioral control.
Cognitive Dissonance (Festinger)
- Inconsistency between attitudes, or attitudes and behavior, leads to psychological discomfort (dissonance).
- Motivates individual to change attitude or behavior to reduce dissonance.
- Example: A smoker who believes smoking is harmful experiences dissonance and might either quit smoking (change behavior) or downplay the health risks (change cognition/attitude).
Historical/Long-term Trends, Continuity & Changes
- Societal Attitudes: Significant shifts over decades (e.g., towards caste system, women's education, LGBTQ+ rights). Continuity: Deep-seated prejudices persist. Change: Increased awareness, education, legal interventions (e.g., decriminalization of Section 377 IPC).
- Attitudes in Governance: Colonial era: Ruler vs. ruled. Post-independence: Shift to developmental, but inertia, corruption persist. Recent emphasis: Citizen-centricity, empathy, impartiality (2nd ARC Report).
Contemporary Relevance/Significance/Impact
- Public Service Delivery: Positive attitudes (empathy, impartiality) crucial for effective service; negative attitudes (apathy, bias) lead to inefficiency.
- Social Change & Policy Implementation: Success of schemes like Swachh Bharat Abhiyan (SBM) and Beti Bachao Beti Padhao (BBBP) depends on changing deeply ingrained societal attitudes.
- Ethical Governance: Attitudes of honesty, integrity, public service spirit foundational for ethical conduct and combating corruption.
- Tackling Social Evils: Changing attitudes is key to addressing issues like communalism, caste discrimination, domestic violence.
Real-world/Data-backed Recent Examples (India/World)
- Swachh Bharat Abhiyan: Aimed at behavioral change towards sanitation. Government data indicates significant improvement in toilet coverage and usage.
- Mission LiFE (Lifestyle for Environment): Promotes environmentally conscious lifestyle by changing attitudes from 'use-and-dispose' to circular economy.
- Attitudes towards Mental Health: Awareness campaigns slowly changing societal attitudes, though stigma remains.
- Global Attitudes on Climate Change: UNDP's "Peoples' Climate Vote" (2021) showed widespread global recognition of climate change as an emergency.
Integration of Value-added Points
- Nolan Committee Principles (UK): Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty, Leadership – cultivating attitudes aligned with these is vital.
- Foundational Values for Civil Services (2nd ARC): Impartiality, non-partisanship, objectivity, dedication to public service, empathy, tolerance, compassion. Requires focused attitudinal training.
- Role of Persuasion: Techniques (credible communicators, emotional appeals) employed by governments/NGOs to change public attitudes (e.g., road safety, anti-drug campaigns).
Current Affairs & Recent Developments
- Mission Karmayogi (NPCSCB): Aims to transform bureaucracy from 'rules-based' to 'roles-based' HR management, with a key focus on fostering right attitudes, skills, and knowledge (ASK framework) for citizen-centricity. Development of iGOT Karmayogi platform.
- Focus on Attitudinal Change in Climate Action: India's updated NDCs and LT-LEDS rely on attitudinal shifts towards sustainability. Mission LiFE is a prime example with global advocacy.
- Digital India & Financial Inclusion Campaigns: Ongoing efforts (e.g., promoting UPI, Jan Dhan Yojana) involve changing attitudes towards digital transactions and formal banking among various populations.
- Surveys on Social Attitudes: Periodical reports from Pew Research Center or CSDS-Lokniti highlight changing social, political, and religious attitudes in India (e.g., Pew's 2021 report on "Religion in India: Tolerance and Segregation").
- Legislative and Judicial Interventions: Recent discussions or laws around topics like gender identity, marital rape (debates influence attitudes), or hate speech reflect and aim to shape societal attitudes. SC observations often nudge public discourse.
UPSC Previous Year Questions (PYQs)
Prelims MCQs
1. Q. (UPSC CSE Prelims 2019) Which of the following statements best describes ‘Social Cost of Carbon’? It is a measure, in monetary value, of the –
2. Q. (Conceptual - similar to UPSC style) Which of the following is LEAST likely to be an outcome of the 'Knowledge Function' of attitudes?
3. Q. (UPSC CSE Prelims - General awareness type, linking to campaigns) The success of the "Beti Bachao, Beti Padhao" scheme primarily hinges on:
Mains Questions
1. Q. (UPSC CSE Mains 2018, GS-IV) "The Kautilya’s Arthashastra describes the duties of a ruler, the qualities of a good ruler, and the ways to manage a state. Discuss its relevance in contemporary public administration."
Direction/Value Points: While not directly on "attitude", Kautilya emphasizes qualities like self-control, discipline, and a focus on public welfare, which are rooted in the ruler's attitudes. Connect these ancient ideals to modern requirements of impartiality, integrity, and service orientation – all attitudinal aspects for civil servants. Discuss how a ruler's/administrator's attitude (e.g., towards dharma/duty, towards subjects/citizens) is central to good governance as per Arthashastra and its modern relevance.
2. Q. (UPSC CSE Mains 2020, GS-IV) What are the main components of ‘emotional intelligence’ (EI)? Can they be learned? Discuss how EI can help a civil servant in managing ethical dilemmas and improving administrative efficiency.
Direction/Value Points: Emotional intelligence involves understanding and managing one's own and others' emotions. This is closely linked to the affective component of attitude and influences how attitudes are formed and expressed. Discuss how self-awareness (understanding one's attitudes and biases), self-management (controlling emotional responses), social awareness (empathy – understanding others' attitudes and feelings), and relationship management (influencing others' attitudes positively) help in ethical decision-making and efficiency.
3. Q. (UPSC CSE Mains 2013, GS-IV) What do you understand by ‘values’ and ‘ethics’? In what way is it important to be ethical along with being professionally competent?
Direction/Value Points: Values are core beliefs that guide actions and judgments; attitudes are often derived from underlying values. For instance, a value of 'honesty' leads to a negative attitude towards corruption. Discuss how ethical conduct stems from positive values and attitudes. Professional competence without ethical attitudes (e.g., compassion, integrity) can be misused or lead to apathetic service. Link values to the formation of desirable attitudes in public servants.
Trend Analysis (Last 10 Years)
Prelims Trend
- Direct questions on "attitude" are rare.
- However, questions related to social issues, government schemes aimed at behavioral change, social psychology concepts (social influence, persuasion, stereotypes) are sometimes asked.
- Focus is more on the application or manifestation of attitudes in societal contexts rather than theoretical definitions.
Mains (GS Paper IV - Ethics, Integrity, and Aptitude) Trend
- Dominant Theme: Attitude is a very important topic. Questions frequently revolve around:
- The role of attitude in public service and its impact on performance and ethical conduct.
- How desirable attitudes (impartiality, objectivity, empathy, compassion, integrity) can be cultivated.
- Relationship between attitude, values, and behavior.
- Challenge of changing negative societal attitudes.
- Case studies where a civil servant's attitude is tested.
- Evolution:
- Early years (2013-2015): More direct definitions.
- Later years (2016-Present): More analytical and application-oriented. Focus on influence on governance, ethical dilemmas, role of institutions. Often ask for strategies for attitudinal change.
- Increasing linkage with emotional intelligence and foundational values.
- Example Questions showing trend: "Anger is a harmful negative emotion...", questions on developing empathy, compassion, tolerance.
Original MCQs for Prelims
1. Q. Which of the following best illustrates the 'Ego-Defensive' function of attitude?
2. Q. Consider the following statements regarding attitude formation:
1. Attitudes formed through direct personal experience are generally more resistant to change than those formed through hearsay.
2. Classical conditioning primarily involves learning through rewards and punishments associated with an attitude object.
3. Observational learning plays a significant role in acquiring attitudes from parents and peers.
Which of the statements given above is/are correct?
3. Q. A civil servant consistently shows politeness and offers assistance to all citizens regardless of their socio-economic background. This behavior most clearly reflects which component of their attitude towards public service?
Original Descriptive Questions for Mains
1. Q. "Attitudes are the bedrock of behavior, yet the path from attitude to action is often paved with inconsistencies." Analyze this statement in the context of public administration in India. Suggest measures to foster positive attitudes and ensure their translation into ethical conduct among civil servants. (15 marks, 250 words)
Key Points/Structure for Answering:
- Introduction: Define attitude and its link to behavior; acknowledge the "attitude-behavior gap."
- Analyze the Statement in Public Administration:
- Bedrock of Behavior: How positive attitudes (integrity, impartiality, empathy) lead to ethical decisions, citizen-centric service. Examples.
- Inconsistencies: Factors causing gap (LaPiere's study, situational pressures, weak attitudes, lack of moral courage, systemic corruption, cognitive dissonance). Examples.
- Measures to Foster Positive Attitudes: Training (Mission Karmayogi), leadership by example, conducive organizational culture, socialization (family, education).
- Ensuring Translation into Ethical Conduct: Accountability mechanisms, code of ethics/conduct, whistleblower protection, reducing discretionary powers, public feedback.
- Conclusion: Reiterate importance of aligning attitudes and actions for good governance and public trust.
2. Q. The functions that attitudes serve for an individual are diverse, ranging from simplifying reality to protecting one's ego. How can an understanding of these functions be leveraged by policymakers to design more effective social change campaigns? Illustrate with examples. (10 marks, 150 words)
Key Points/Structure for Answering:
- Introduction: Briefly list Katz's functions of attitude (Knowledge, Utilitarian, Ego-Defensive, Value-Expressive, Social Adjustive).
- Leveraging Understanding of Functions for Social Change:
- Knowledge Function: Provide clear, credible information (e.g., COVID-19 facts).
- Utilitarian Function: Highlight benefits/costs (e.g., financial incentives for sanitation, health benefits of quitting smoking).
- Ego-Defensive Function: Frame messages carefully to avoid triggering defensiveness (e.g., "Real men don't hit women").
- Value-Expressive Function: Appeal to core values (e.g., linking environmental protection to patriotism in Mission LiFE).
- Social Adjustive Function: Use role models, peer influence, highlight social approval (e.g., celebrities endorsing masks).
- Examples: Briefly cite campaigns like Swachh Bharat Abhiyan, Beti Bachao Beti Padhao.
- Conclusion: Effective campaigns often address multiple attitudinal functions simultaneously.