{"id":326,"date":"2025-05-12T16:14:55","date_gmt":"2025-05-12T16:14:55","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/?post_type=chapter&p=326"},"modified":"2025-07-11T20:15:23","modified_gmt":"2025-07-11T20:15:23","slug":"psychographic-characteristics","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/chapter\/psychographic-characteristics\/","title":{"raw":"Psychographic Characteristics","rendered":"Psychographic Characteristics"},"content":{"raw":"Whereas demographic characteristics describe the \u201cfacts\u201d about the people in your audience and are focused on the external, psychographic characteristics <\/strong>explain the inner qualities. Although there are many ways to think about this topic, here the ones relevant to a speech will be explored: beliefs, attitudes, needs, and values.\r\n
\r\n\r\nPsychographic Characteristics<\/strong>\r\n\r\nthe inner characteristics of the audience; beliefs, attitudes, needs, and values\r\n\r\n<\/div>\r\n
\r\n

Beliefs<\/strong><\/h2>\r\nDaryl Bem (1970) defined beliefs <\/strong>as \u201cstatements we hold to be true.\u201d Notice this definition does not say the beliefs are <\/em>true, only that we hold them to be true and as such they determine how we respond to the world around us. Stereotypes are a kind of belief: we believe all the people in a certain group are \u201clike that\u201d or share a trait. Beliefs are not confined to the religious realm but touch all aspects of our experience. Sports fans believe certain things about their favorite teams. Republicans and Democrats believe certain, usually different, principles about how the government should be run.\r\n
\r\n\r\nBeliefs<\/strong>\r\n\r\nstatements we hold to be true\r\n\r\n<\/div>\r\nBeliefs, according to Bem, come essentially from our experience and from sources we trust. For example, a person may believe everyone should take public speaking because, in their own experience, the course helped them be successful in college and a career. Another person may believe that corporal punishment is good for children because their own parents\u2013whom they love and trust\u2013spanked them after their misbehavior.\r\n\r\n<\/div>\r\nTherefore, beliefs are hard to change\u2014not impossible, just difficult.\r\n
\r\n

Characteristics of Belief<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBeliefs are harder to change based on their level of each of these characteristics of belief:\r\n
    \r\n \t
  • stability\u2014the longer we hold them, the more stable or entrenched they are;<\/li>\r\n \t
  • centrality\u2014they are in the middle of our identity, self-concept, or \u201cwho we are\u201d;<\/li>\r\n \t
  • saliency\u2014we think about them a great deal; and<\/li>\r\n \t
  • strength\u2014we have a great deal of intellectual or experiential support for the belief or we engage in activities that strengthen the beliefs.<\/li>\r\n<\/ul>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\nBeliefs can have varying levels of stability, centrality, salience, and strength. An educator\u2019s beliefs about the educational process and importance of education would be strong (support from everyday experience and reading sources of information), central (how he makes his living and defines his work), salient (he spends every day thinking about it), and stable (especially if he has been an educator a long time). Beliefs can be changed, and we will examine how in Chapter 13 under persuasion, but it is not a quick process.\r\n

    Attitudes<\/h2>\r\nThe next psychographic characteristic, attitude, is sometimes a direct effect of belief. <\/span>Attitude <\/strong>is defined as a stable positive or negative response to a person, idea, object, or policy (Bem 1970). More specifically, Myers (2012) defines it as \u201ca favorable or unfavorable evaluative reaction toward someone or something, exhibited in one\u2019s beliefs, feelings, or intended behavior\u201d (p. 36). How do you respond when you hear the name of a certain singer, movie star, political leader, sports team, or law in your state? Your response will be either positive or negative, or maybe neutral if you are not familiar with the object of the attitude. Where did that attitude come from? Psychologists and communication scholars study attitude formation and change probably as much as any other subject, and have found that attitude comes from experiences, peer groups, beliefs, rewards, and punishments.<\/span>\r\n
    \r\n\r\nAttitude<\/strong>\r\n\r\na stable positive or negative response to a person, idea, object, or policy\r\n\r\n<\/div>\r\n
    \r\n\r\nDo not confuse attitude with \u201cmood.\u201d Attitudes are stable; if you respond negatively to Brussels sprouts today, you probably will a week from now. That does not mean they are unchangeable, only that, like beliefs, they change slowly and in response to certain experiences, information, or strategies. As with beliefs, we will examine how to change attitudes in the chapter on persuasion. Changing attitudes is a primary task of public speakers because attitudes are the most determining factor in what people actually do. In other words, attitudes lead to actions, and interestingly, actions lead to and strengthen attitudes.\r\n
    \r\n

    Your Body Language May Shape Who You Are<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nWatch the TedTalk video by Dr. Amy Cuddy that you watched in Chapter 1. She explains that acting powerful and confident can strengthen your attitude of confidence.<\/span>\r\n\r\n[embed]https:\/\/youtu.be\/Ks-_Mh1QhMc?si=KjuinKbJkBrXAQ9T[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nWe may hold a belief that regular daily exercise is a healthy activity, but that does not mean we will have a positive attitude toward it. There may be other attitudes that compete with the belief, such as \u201cI do not like to sweat,\u201d or \u201cI don\u2019t like exercising alone.\u201d Also, we may not act upon a belief because we do not feel there is a direct, immediate benefit from it or we may not believe we have time right now in college. If we have a positive attitude toward exercise, we will more likely engage in it than if we only believe it is generally healthy.\r\n

    Values<\/h2>\r\nAs you can see, attitude and belief are somewhat complex \u201cconstructs,\u201d but fortunately the next two are more straightforward. (A construct is \u201ca tool used in psychology to facilitate understanding of human behavior; a label for a cluster of related but co-varying behaviors\u201d [Rogelberg, 2007].) <\/span>Values <\/strong>are goals we strive for and what we consider important and desirable. <\/span>\r\n
    \r\n\r\nValues<\/strong>\r\n\r\ngoals we strive for and what we consider important and desirable\r\n\r\n<\/div>\r\nHowever, values are not just basic wants. A person may want a vintage sports car from the 1960s, and may value it because of the amount of money it costs, but the vintage sports car is not a value; it represents a value of either:<\/span>\r\n
      \r\n \t
    • nostalgia (the person\u2019s parents owned one in the 1960s and it reminds them of good times),<\/li>\r\n \t
    • display (the person wants to show it off and get \u201coohs\u201d and \u201cahs\u201d),<\/li>\r\n \t
    • materialism (the person believes the quip that \u201cthe one who dies with the most toys wins\u201d),<\/li>\r\n \t
    • aesthetics and beauty (the person admires the look of the car and enjoys maintaining the sleek appearance),<\/li>\r\n \t
    • prestige (the person has earned enough money to enjoy and show off this kind of vehicle), or<\/li>\r\n \t
    • physical pleasure (the driver likes the feel of driving a sports car on the open road).<\/li>\r\n<\/ul>\r\nTherefore we can engage in the same behavior but for different values; one person may participate in a river cleanup because she values the future of the planet; another may value the appearance of the community in which she lives; another just because friends are involved and she values relationships. A few years ago political pundits coined the term \u201cvalues voters,\u201d usually referring to social conservatives, but this is a misnomer because almost everyone votes and otherwise acts upon their values\u2014what is important to the individual.\r\n
      \r\n

      Needs<\/h2>\r\nThe fourth psychographic characteristic is needs<\/strong>, which are important deficiencies that we are motivated to fulfill. You may already be familiar with the well-known diagram known as Maslow\u2019s Hierarchy of Needs (Maslow, 1943). It is commonly discussed in the fields of management, psychology, and health professions. A version of it is shown in Figure 2.1. Some recent versions show it with 8 levels.) It is one way to think about needs. In trying to understand human motivation, Maslow theorized that as our needs represented at the base of the pyramid are fulfilled, we move up the hierarchy to fulfill other types of need (McLeod, 2014).\r\n
      \r\n\r\nNeeds<\/strong>\r\n\r\nimportant deficiencies that we are motivated to fulfill\r\n\r\n<\/div>\r\nAccording to Maslow\u2019s theory, our most basic physiological or survival needs must be met before we move to the second level, which is safety and security. When our needs for safety and security are met, we move up to relationship or connection needs, often called \u201clove and belongingness.\u201d The fourth level up is esteem needs, which could be thought of as achievement, accomplishment, or self-confidence. The highest level, self-actualization, is achieved by those who are satisfied and secure enough in the lower four that they can make sacrifices for others. Self-actualized persons are usually thought of as altruistic or charitable. Maslow also believed that studying motivation was best done by understanding psychologically healthy individuals, and he also used child development to construct his model. (Maslow is not without his critics; see Neher, 1991).\r\n
      \r\n

      Maslow's Hierarchy of Needs<\/p>\r\n\r\n<\/header>\r\n

      \r\n\r\nWhile watching the video below, consider two uses of Maslow's Hierarchy of Needs: 1) awareness of the hierarchy of needs among your audience and 2) your own hierarchy of needs as you prepare and present speeches.\r\n\r\n[embed]https:\/\/youtu.be\/L0PKWTta7lU?si=ms7vZvYIAmR6mYoA[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n[caption id=\"attachment_327\" align=\"aligncenter\" width=\"478\"]\"Maslow's Figure 2.1 - Maslow\u2019s Hierarchy of Needs[\/caption]\r\n\r\nIn another course, you might go into more depth about Maslow\u2019s philosophy and theory, but the key point to remember here is that your audience members are experiencing both \u201cfelt\u201d and \u201creal\u201d needs. They may not even be aware of their needs. In a persuasive speech, one of your tasks is to show the audience that needs exist that they might not know about. For example, gasoline sold in most of the U.S. has ethanol, a plant-based product, added to it, usually about 10%. Is this beneficial or detrimental for the planet, the engine of the car, or consumers\u2019 wallets? Your audience may not even be aware of ethanol, its benefits, and the problems it can cause.<\/span>\r\n\r\n<\/div>\r\nA \u201cfelt\u201d need is another way to think about strong \u201cwants\u201d that the person believes will fulfill or satisfy them even if the item is not necessary for survival. For example, one humorous depiction of Maslow\u2019s hierarchy of needs has the words \u201cwifi\u201d scribbled at the bottom of the pyramid. Another meme has \u201ccoffee\u201d scribbled at the bottom of the hierarchy. As great as wifi and coffee are, they are not crucial to human survival, either individually or collectively, but we do want them so strongly that they operate like needs.\r\n\r\nSo, how do these psychographic characteristics operate in preparing a speech? They are most applicable to a persuasive speech, but they do apply to other types of speeches as well. What are your audience\u2019s informational needs? What beliefs or attitudes do they have that could influence your choice of topic, sources, or examples? How can you make them interested in the speech by appealing to their values? The classroom speeches you give will allow you a place to practice audience analysis based on demographic and psychographic characteristics, and that practice will aid you in future presentations in the workplace and community.\r\n\r\n ","rendered":"

      Whereas demographic characteristics describe the \u201cfacts\u201d about the people in your audience and are focused on the external, psychographic characteristics <\/strong>explain the inner qualities. Although there are many ways to think about this topic, here the ones relevant to a speech will be explored: beliefs, attitudes, needs, and values.<\/p>\n

      \n

      Psychographic Characteristics<\/strong><\/p>\n

      the inner characteristics of the audience; beliefs, attitudes, needs, and values<\/p>\n<\/div>\n

      \n

      Beliefs<\/strong><\/h2>\n

      Daryl Bem (1970) defined beliefs <\/strong>as \u201cstatements we hold to be true.\u201d Notice this definition does not say the beliefs are <\/em>true, only that we hold them to be true and as such they determine how we respond to the world around us. Stereotypes are a kind of belief: we believe all the people in a certain group are \u201clike that\u201d or share a trait. Beliefs are not confined to the religious realm but touch all aspects of our experience. Sports fans believe certain things about their favorite teams. Republicans and Democrats believe certain, usually different, principles about how the government should be run.<\/p>\n

      \n

      Beliefs<\/strong><\/p>\n

      statements we hold to be true<\/p>\n<\/div>\n

      Beliefs, according to Bem, come essentially from our experience and from sources we trust. For example, a person may believe everyone should take public speaking because, in their own experience, the course helped them be successful in college and a career. Another person may believe that corporal punishment is good for children because their own parents\u2013whom they love and trust\u2013spanked them after their misbehavior.<\/p>\n<\/div>\n

      Therefore, beliefs are hard to change\u2014not impossible, just difficult.<\/p>\n

      \n
      \n

      Characteristics of Belief<\/p>\n<\/header>\n

      \n

      Beliefs are harder to change based on their level of each of these characteristics of belief:<\/p>\n

        \n
      • stability\u2014the longer we hold them, the more stable or entrenched they are;<\/li>\n
      • centrality\u2014they are in the middle of our identity, self-concept, or \u201cwho we are\u201d;<\/li>\n
      • saliency\u2014we think about them a great deal; and<\/li>\n
      • strength\u2014we have a great deal of intellectual or experiential support for the belief or we engage in activities that strengthen the beliefs.<\/li>\n<\/ul>\n

         <\/p>\n<\/div>\n<\/div>\n

        Beliefs can have varying levels of stability, centrality, salience, and strength. An educator\u2019s beliefs about the educational process and importance of education would be strong (support from everyday experience and reading sources of information), central (how he makes his living and defines his work), salient (he spends every day thinking about it), and stable (especially if he has been an educator a long time). Beliefs can be changed, and we will examine how in Chapter 13 under persuasion, but it is not a quick process.<\/p>\n

        Attitudes<\/h2>\n

        The next psychographic characteristic, attitude, is sometimes a direct effect of belief. <\/span>Attitude <\/strong>is defined as a stable positive or negative response to a person, idea, object, or policy (Bem 1970). More specifically, Myers (2012) defines it as \u201ca favorable or unfavorable evaluative reaction toward someone or something, exhibited in one\u2019s beliefs, feelings, or intended behavior\u201d (p. 36). How do you respond when you hear the name of a certain singer, movie star, political leader, sports team, or law in your state? Your response will be either positive or negative, or maybe neutral if you are not familiar with the object of the attitude. Where did that attitude come from? Psychologists and communication scholars study attitude formation and change probably as much as any other subject, and have found that attitude comes from experiences, peer groups, beliefs, rewards, and punishments.<\/span><\/p>\n

        \n

        Attitude<\/strong><\/p>\n

        a stable positive or negative response to a person, idea, object, or policy<\/p>\n<\/div>\n

        \n

        Do not confuse attitude with \u201cmood.\u201d Attitudes are stable; if you respond negatively to Brussels sprouts today, you probably will a week from now. That does not mean they are unchangeable, only that, like beliefs, they change slowly and in response to certain experiences, information, or strategies. As with beliefs, we will examine how to change attitudes in the chapter on persuasion. Changing attitudes is a primary task of public speakers because attitudes are the most determining factor in what people actually do. In other words, attitudes lead to actions, and interestingly, actions lead to and strengthen attitudes.<\/p>\n

        \n
        \n

        Your Body Language May Shape Who You Are<\/p>\n<\/header>\n

        \n

        Watch the TedTalk video by Dr. Amy Cuddy that you watched in Chapter 1. She explains that acting powerful and confident can strengthen your attitude of confidence.<\/span><\/p>\n