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Essay on Attitude – Examples, 10 Lines to 1200 Words

Essay on Attitude: Attitude plays a crucial role in shaping our thoughts, actions, and ultimately our success in life. It is the lens through which we view the world and can greatly impact our relationships, work ethic, and overall well-being. In this essay, we will explore the importance of attitude, how it can be cultivated and maintained, and the ways in which a positive attitude can lead to personal growth and fulfillment. Join me as we delve into the power of attitude and its profound influence on our lives.

Table of Contents

Attitude Essay Writing Tips

1. Start by defining what attitude is and why it is important in shaping our behavior and outlook towards life. Attitude can be defined as a mental and emotional state that influences our thoughts, feelings, and actions.

2. Discuss the different types of attitudes that people can have, such as positive, negative, optimistic, pessimistic, etc. Explain how these attitudes can impact our relationships, work performance, and overall well-being.

3. Share personal anecdotes or examples to illustrate the power of attitude in overcoming challenges and achieving success. Highlight how a positive attitude can help us navigate through difficult situations and maintain a sense of resilience.

4. Emphasize the role of attitude in shaping our perceptions and interpretations of the world around us. Our attitude can influence how we perceive opportunities, setbacks, and interactions with others.

5. Discuss the importance of cultivating a growth mindset and adopting a positive attitude towards learning and personal development. A growth mindset allows us to embrace challenges, learn from failures, and continuously improve ourselves.

6. Address the impact of external factors, such as environment, upbringing, and experiences, on shaping our attitudes. Acknowledge that our attitudes are not fixed and can be changed through conscious effort and self-reflection.

7. Provide practical tips for developing a positive attitude, such as practicing gratitude, surrounding yourself with supportive and positive people, setting realistic goals, and engaging in activities that bring joy and fulfillment.

8. Discuss the benefits of having a positive attitude, such as improved mental health, increased resilience, better relationships, and enhanced overall well-being. Highlight how a positive attitude can lead to greater success and fulfillment in various aspects of life.

9. Conclude the essay by emphasizing the importance of cultivating a positive attitude as a key factor in achieving personal growth, happiness, and success. Encourage readers to reflect on their own attitudes and consider making positive changes to enhance their quality of life.

Essay on Attitude in 10 Lines – Examples

1. Attitude is a way of thinking, feeling, and behaving that reflects a person’s beliefs and values. 2. It can be positive or negative, influencing how a person approaches challenges and interacts with others. 3. A positive attitude can lead to greater success, happiness, and overall well-being. 4. On the other hand, a negative attitude can hinder progress and create barriers to personal growth. 5. Attitude is often shaped by past experiences, upbringing, and social influences. 6. It can be changed and improved through self-awareness, mindfulness, and intentional effort. 7. Attitude plays a significant role in determining one’s outlook on life and ability to overcome obstacles. 8. It can impact relationships, career opportunities, and overall quality of life. 9. Cultivating a positive attitude can lead to a more fulfilling and satisfying life. 10. Ultimately, attitude is a choice that individuals can make each day to shape their own reality.

Sample Essay on Attitude in 100-180 Words

Attitude plays a crucial role in shaping our thoughts, actions, and ultimately our lives. It is our attitude that determines how we perceive and respond to the world around us. A positive attitude can lead to success, happiness, and fulfillment, while a negative attitude can hinder our progress and hold us back from reaching our full potential.

Having a positive attitude can help us overcome challenges, stay motivated, and maintain a sense of optimism even in difficult times. It allows us to approach situations with a growth mindset, learn from failures, and keep moving forward. On the other hand, a negative attitude can breed self-doubt, fear, and a defeatist mentality that can prevent us from taking risks and pursuing our goals.

Ultimately, our attitude is a choice that we make every day. By cultivating a positive attitude, we can create a more fulfilling and successful life for ourselves.

Short Essay on Attitude in 200-500 Words

Attitude is a powerful force that shapes our thoughts, feelings, and actions. It is the way we approach life and the way we respond to the challenges and opportunities that come our way. Our attitude can have a significant impact on our success, happiness, and overall well-being.

One of the key aspects of attitude is positivity. A positive attitude can help us see the good in every situation, even when things are not going as planned. It allows us to focus on solutions rather than problems, and to approach challenges with a sense of optimism and resilience. People with a positive attitude are more likely to be successful in their endeavors, as they are able to maintain a sense of motivation and determination even in the face of setbacks.

On the other hand, a negative attitude can be detrimental to our well-being. It can lead to feelings of frustration, anger, and hopelessness, which can hinder our ability to overcome obstacles and achieve our goals. A negative attitude can also affect our relationships with others, as it can make us more prone to conflict and misunderstandings.

Our attitude is not only influenced by external factors, such as our environment and the people around us, but also by our internal beliefs and perceptions. It is important to be aware of our attitudes and to actively work on cultivating a positive mindset. This can be done through practices such as mindfulness, gratitude, and self-reflection.

In addition to positivity, another important aspect of attitude is resilience. Resilience is the ability to bounce back from adversity and to adapt to change. It is a key trait that can help us navigate the ups and downs of life with grace and strength. People with a resilient attitude are able to learn from their mistakes, grow from their experiences, and emerge stronger and more resilient than before.

In conclusion, attitude plays a crucial role in shaping our lives and our experiences. A positive attitude can help us overcome obstacles, achieve our goals, and maintain healthy relationships with others. On the other hand, a negative attitude can hold us back and prevent us from reaching our full potential. It is important to be mindful of our attitudes and to actively work on cultivating a positive and resilient mindset. By doing so, we can lead a more fulfilling and successful life.

Essay on Attitude in 1000-1500 Words

Attitude is a complex and multifaceted concept that plays a crucial role in shaping our thoughts, behaviors, and emotions. It is often described as a mental and emotional state that influences how we perceive and interact with the world around us. Our attitude can determine our success, happiness, and overall well-being. In this essay, we will explore the importance of attitude, how it is formed, and ways in which we can cultivate a positive attitude in our lives.

Attitude is a powerful force that can either propel us towards success or hold us back from reaching our full potential. Our attitude is reflected in our thoughts, beliefs, and behaviors, and it can have a profound impact on our relationships, career, and overall quality of life. A positive attitude is characterized by optimism, resilience, and a willingness to learn and grow from challenges. On the other hand, a negative attitude is marked by pessimism, self-doubt, and a tendency to focus on obstacles rather than opportunities.

Our attitude is shaped by a variety of factors, including our upbringing, experiences, and the people we surround ourselves with. Our childhood experiences, in particular, can have a lasting impact on our attitude towards life. For example, children who grow up in a supportive and nurturing environment are more likely to develop a positive attitude, while those who experience trauma or neglect may struggle to maintain a positive outlook.

Our experiences also play a significant role in shaping our attitude. Positive experiences can reinforce a positive attitude, while negative experiences can lead to feelings of resentment, anger, or hopelessness. The people we interact with on a daily basis can also influence our attitude. Surrounding ourselves with positive, supportive individuals can help us maintain a positive attitude, while negative or toxic relationships can drag us down and foster a negative mindset.

Despite the many factors that can influence our attitude, it is ultimately up to us to choose how we respond to the challenges and opportunities that come our way. Cultivating a positive attitude requires self-awareness, mindfulness, and a willingness to challenge negative thought patterns. By adopting a growth mindset and focusing on our strengths and abilities, we can overcome obstacles and achieve our goals.

One of the key components of a positive attitude is resilience. Resilience is the ability to bounce back from setbacks and adversity, and it is a crucial trait for success in both personal and professional life. Resilient individuals are able to maintain a positive attitude in the face of challenges, and they view setbacks as opportunities for growth and learning. By developing resilience, we can cultivate a positive attitude that will help us navigate life’s ups and downs with grace and confidence.

Another important aspect of a positive attitude is gratitude. Gratitude is the practice of acknowledging and appreciating the good things in our lives, no matter how small. By cultivating a sense of gratitude, we can shift our focus from what is lacking to what we have, and we can cultivate a positive attitude that is grounded in appreciation and abundance. Gratitude has been linked to numerous benefits, including improved mental health, increased resilience, and greater overall well-being.

In addition to resilience and gratitude, self-care is another important component of a positive attitude. Self-care involves taking care of our physical, emotional, and mental well-being, and it is essential for maintaining a positive attitude. By prioritizing self-care activities such as exercise, meditation, and spending time with loved ones, we can recharge our batteries and cultivate a positive attitude that will help us face life’s challenges with strength and resilience.

In conclusion, attitude is a powerful force that can shape our thoughts, behaviors, and emotions. A positive attitude is characterized by optimism, resilience, and a willingness to learn and grow from challenges. By cultivating resilience, gratitude, and self-care, we can develop a positive attitude that will help us navigate life’s ups and downs with grace and confidence. Ultimately, our attitude is a choice, and by choosing to adopt a positive mindset, we can create a life that is filled with joy, fulfillment, and success.

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Essay on attitude.

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Attitude is the mental state of individuals, which tends to act or respond or is ready to respond for or against objects, situations, etc. with which their vested feelings or effect, interest, liking, desire and so on are directly or indirectly linked or associated.During the course of development the person acquires tendencies to respond to objects. These learned cognitive mechanisms are called attitudes.

Attitude is an enduring evaluation—positive or negative—of people, objects, and ideas. Thus, attitudes are evaluative statements or judgments concerning objects, people, or events. Attitude has three components—cognition, affection, and behaviour of people. A particular attitude of a person can be based on one component or the other.

Cognitive-based attitude is primarily based on beliefs and properties of an attitudinal object. Cognitive component of an attitude is the opinion or belief segment of an attitude. Cognitive dissonance theory helps us to trace any incompatibility between two or more attitudes or between behaviour and attitudes.

Affection-based attitude stems from people’s feelings (e.g., attitudes towards political candidates). Affective component is the emotion or feeling segment of an attitude. Behaviour-based attitude is based on the self-perception of one’s own behaviour when the initial attitude is weak or ambiguous.

Behavioural component of an attitude is an intention to behave in a certain way towards someone or something. The affection-behaviour (A- B) relationship acts as moderating variables (i.e., importance, specificity, accessibility, social pressures, and direct experience). The self-perception theory uses attitudes after the event, to make sense out of an action taken. For organizational behaviour, the people’s attitude is especially significant, as job satisfaction, job involvement, and organizational commitment largely stem from an individual employee’s attitude.

Job satisfaction refers to the general attitude of employees towards their job. Job involvement helps in psychological identification of people with their job, while organizational commitment is the degree to which an employee identifies with a particular organization and its goals, and wishes to maintain membership in the organization. In an organization, people seek consistency among their attitudes and seek to reconcile with divergent attitudes in order to appear rational and consistent.

An attitudinal change in a person takes place with change in the behaviour. The cognitive dissonance theory facilitates change of attitude through behavioural reinforcement. Persuasive communication and focus on a particular issue facilitate such change of attitude.

Haviland et al. proposed the Yale Attitude Change Model, which suggests study of conditions under which people are most likely to change their attitudes. (The Yale Attitude Change Model focuses on effectiveness of persuasive communication, which depends on the credibility and attractiveness of the speakers.)

These conditions are source of communication (i.e., credible speaker), nature of communication, and the nature of audience, etc. Communication between a doctor and a patient on a medical issue (communication source), communication that does not intend to influence people (nature of communication), and persuasive communication to distract an audience within the age group of 18-25 are likely to yield better results in attitudinal changes.

Elaboration-likelihood model (Petty and Cacioppo 1981), on the other hand, shows that people change their attitudes in two ways—concept (central route to persuasion) and conditions for central route to persuasion (motivation). Central route to persuasion motivates people to pay attention to the facts in a communicated message. When facts are logical and compelling, attitudinal changes take place promptly.

Therefore, the contents of the messages are especially important. On the contrary, when facts are not compelling, people get swayed only by peripheral cues such as mood, emotion, attractiveness of the speaker, etc. Such peripheral cues may facilitate to enhance motivation but not the attitudinal changes. The conditions for central route to persuasion are reinforcing motivation by focusing on personal relevance so that people can pay attention to the arguments.

Emotion’s influence on attitude changes depends on the routes to persuasion. Emotion or mood manipulation is only effective for peripheral route to persuasion. People pay more attention to a speech when the argument is strong and effective in changing their attitudes. People in a sad mood take the central route to persuasion, while in a happy mood they take the peripheral route to persuasion.

Therefore, attitudinal changes take place when people take the central route to persuasion, such as fear, greatness of harm, etc., which give better results in inducing attitudinal changes. Therefore, managers should use the central route to persuasion, duly inducing the arousal of fear and combining it with a persuasive and appealing message.

In managing organizational behaviour, like personality and emotional intelligence, an individual employee also differs in terms of attitude. Eagly and Chaiken (1993) defined attitude as ‘a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or dis-favour’. Yet, from another perspective, attitude is defined as the way we reflect our values. For example, innate value systems of employees may make them optimistic, always looking at the brighter side and working smartly to get a positive outcome.

They not only nurture such value-laden attitudes in their own behaviour but also view others from the same perspective. The concept of attitude has a rich history (Fleming 1967). Once used to describe the spatial orientation of physical objects such as statues, the concept has evolved to refer to a person’s mental and neural state of readiness (Allport 1935).

The function of attitudes is to guide the formation of behavioural intentions. Attitude formation and change is viewed as a process of deliberative evaluation and belief updating. Attitudes are thought to impact behaviour indirectly via behavioural intentions.

Definition and Concepts :

Attitude is the mental state of individuals, which tends to act or respond or is ready to respond for or against objects, situations, etc. with which their vested feelings or effect, interest, liking, desire and so on are directly or indirectly linked or associated. During the course of development the person acquires tendencies to respond to objects. These learned cognitive mechanisms are called attitudes. Changes in knowledge are followed by the change in attitudes.

Attitudes are different from knowledge in the sense that attitudes are emotion-laden. Knowledge reinforces attitudes and reinforced attitudes in the long run reinforce individual and group behaviour. Hence, attitude is neither behaviour nor cause of behaviour but it relates to an intervening pre­disposition or a frame of reference that influences the behaviour of an individual.

When the interest, feeling, etc. of individuals are not connected in any way with the object or situation, their responses (towards the said object or situation) will then constitute their opinions and not their attitudes. In many research works, especially by CIPD, UK, employee attitudes and commitments were found to be strongly associated with business perfor­mance, and managers saw employee voice as contributing to performance via better employee contributions and productivity gains.

The informal cli­mate of involvement and consultation appears to be more strongly associated with employee satisfaction and commitment than the collective machinery for negotiation and consultation. Mechanisms in use for employee voice in­clude two-way communications, project teams, and joint consultation, but there is a growing interest in the electronic media, attitude surveys, and part­nership schemes.

The major constraints on employee voice are lack of skills and enthusiasm by managers and employees. The psychological contract model, validated by successive employee attitude surveys, suggests that HR practices strongly affect the way people feel about their work.

Employees’ trust in the organization, their sense of being fairly treated, and the extent to which they believe their employer has delivered on the implicit deal between them affects their attitudes towards job satisfaction, commitment, work-life balance, and the state of employee relations. Attitude essentially stems from three underlying components: the cognitive component, affective component, and behavioural component.

Social psychologists differentiate between these attitudinal components as under:

1. Cognitive component of an attitude is the opinion or belief segment of an attitude. Attitudinal responses of people, which stem from cognitive component, mainly reflect expression of beliefs (e.g., expectancy-value judgments) and nonverbal reactions.

2. Affective component is the emotion or feeling segment of an attitude, and it manifests in verbal expressions of feelings and physiological changes in the organism (e.g., increase of arousal).

3. Behavioural component of an attitude is an intention to behave in a cer­tain way towards someone or something. It is reflected through behavioural intentions and actions.

Attitude theory and research deals with the structure, function, formation, and change of attitudes, and is also concerned with the relationship between attitudes and behaviour. For example, the model of reasoned action (Fishbein and Ajzen 1975) provides a comprehensive approach to all of these aspects.

In this model, the internal structure of an attitude is described in terms of beliefs (expectations), which relate the attitude object (a behavioural alternative) to evaluated attributes. The function of attitudes is to guide the formation of behavioural intentions.

Attitude formation and change is viewed as a process of deliberative evaluation and belief updating. Attitudes are thought to impact behaviour indirectly via behavioural intentions. More recent approaches, however, assume that a deliberative calculation of expectancy and values is not a necessary condition for either intention formation or attitude formation and change.

According to a study conducted by Zajonc in 1980, there is ample evidence to suggest that liking of an attitude object can be enhanced simply by increasing its presentation frequency. Furthermore, attitudes, if they are frequently activated from memory, tend to become activated automatically in the presence of the attitude object and then directly impact behavioural decisions (Fazio 1990).

Related Articles:

• Attitude and Social Cognition (FAQ)
• Attitude: Nature, Components and Formation

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Home — Essay Samples — Psychology — Positive Attitude — The Power Of Having A Positive Attitude

The Power of Having a Positive Attitude

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Published: Jun 7, 2021

Words: 1677 | Pages: 4 | 9 min read

“Your attitude determines your altitude”

Attitude is a matter of choice

“Weakness of attitude becomes a weakness of character “ Elbert Einstein

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Psychology Discussion

Attitude: compilation of essays on attitude | human behaviour | psychology.

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Here is an essay on ‘Attitude’ for class 9, 10, 11 and 12. Find paragraphs, long and short essays on ‘Attitude’ especially written for school and college students.

Essay on Attitude

Essay Contents:

• Essay on the Ways of Changing Attitude

Essay # 1. Definition of Attitudes:

Attitude has been defined in a number of different ways. Allport (1935) defined an attitude as a “mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related.” He looked upon attitude primarily as a set to respond in a particular way.

An attitude is an enduring system that includes a cognitive compo­nent, a feeling component and an action tendency. Attitudes involve an emotional component. This is why when an attitude is formed it becomes resistant to change; it does not generally respond to new facts. An attitude involves beliefs as well as evaluations. The upper caste man has an unfavourable attitude toward a Harijan.

The Indian has an unfavourable attitude toward the Pakistanis or the Chinese. These attitudes involve some knowledge about the other groups (the cogni­tive component), some feelings of dislike (the affective, evolutional component) and a predisposition to avoid, attack etc., (the action component).

A social object is a person, the creation of a person, or a social event. We have attitudes towards individuals and groups, like Gandhi and Indian National Congress or Lohia and the Socialist Party or Annadorai and D.M.K. etc. We have attitudes toward products like Hindustani or Karnatak music, Bharat Natyam or Kathak Dance or motor cars and aeroplanes etc.

There are response consistencies; for example, a person who likes Indira Gandhi will also like Congress R and dislike Congress O or Jan Sangh etc. Thus attitudes give some consistency to our thinking about social objects as well as our feelings towards them. People also tend to act consistently as a result of these consistent beliefs and feelings.

Our attitudes are derived primarily from social influences. From birth, the human being is enmeshed in social institutions which consti­tute his environment in the same sense as the physical world. The home, being the primary social unit, has a great influence on the for­mation of one’s attitudes. This is why later experiences cannot easily alter these attitudes. This is also the reason why attitudes give a con­sistency to our responses to persons, groups, and other social objects.

Essay # 2. Functions of Attitudes:

People have attitudes towards social objects because they:

(a) Help them to organize, simplify and understand the world around them,

(b) Protect their self-esteem, by avoiding unpleasant truths about themselves, and

(c) Allow them to express their fundamental values.

To these three functions must be added a fourth one, that they help them to conform to the group and thus maximize re­wards from the group. Thus attitudes help us to adjust to our environ­ment. Once a social object has been categorized, it is possible to react to it in the manner typical of the group to which we belong. This saves us from a fresh decision and all its difficulties and problems. It helps us to behave in a smooth manner.

Smith et al (1956) have pointed out that one of the functions of attitudes is to provide “externalization” to some inner problems. The man with unresolved inner conflicts and frustrations can direct his hatred towards the out groups. This is one reason why “agitational” approach to social and political problems is more in vogue in India today than the “constitutional” approach.

Even the members of the legislature and the parliament take recourse to agitations whether in favour of prohibition or against cow slaughter. Language problems, border problems, river-water sharing problems and so on have been providing endless opportunities to the political leaders to start agita­tions to overthrow the duly constituted governments.

Katz (1960) discussed four functions that attitudes perform for the personality:

(a) The adjustment function helps to maximize the rewards and minimize the penalties, by agreeing with the majority attitude.

(b) Ego-defensive functions are served by enabling the individual from acknowledging uncomplimentary basic truths about himself; when a person does not get selected for a job he will say that only people with “influence” get jobs these days, though he may himself have asked some legislator or minister to ring up somebody in the selection com­mittee.

(c) Value-expressive functions are involved when the expression of the attitudes gives pleasure to the person since they reveal the values he cherishes as, for example, vegetarianism or prohibition. and

(d) Knowledge functions based on the individual’s need to give struc­ture to his universe, to understand it.

Essay # 3. Major Dimensions of Attitudes:

According to Triandis two major dimensions underlie behaviour toward any kind of attitude object :

(a) Positive vs. negative affect, and

(b) Seeking vs. avoiding contact.

A positive attitude will make a person sacrifice himself to the loved object as in patriotism, for example. A negative attitude may make a person to destroy the government property like the bus or tram or post office. There is seeking contact towards an object with positive affect as in embracing the beloved; there is also seeking contact towards an object with negative affect like in stabbing a person.

Thus, when there is seeking contact with positive affect it is “going toward” and when there is seeking contact with negative affect it is “going against.” When there is avoiding contact with negative affect there is the beha­viour of “going away.”

As an illustration of avoiding contact toward an object with positive affect may be given the behaviour of a person towards one whom he reveres; for example, the youth who is fired by zeal with respect to the “Sarvodaya” movement may develop a great reverence to the Sarvodaya leader, Vinoba Bhave; he has a positive affect towards him, but he would not like to go near him; he may stand at a distance and look at him.

However, most of our behaviour will be along the three types, namely, going toward, going against and going away; the fourth type of avoiding contact with an object with positive affect is rare.

Essay # 4. Formation of Attitudes :

How are attitudes acquired? How do they develop? As noted above the majority of attitudes held by a person are acquired from the mem­bers of the family and from the peer group in early childhood and later. Thus, other people are generally the sources for the formation of attitudes.

Most of our attitudes develop within the group to which we belong. Another source is personal experience; such experiences, however, form a small number; though they are more intense than those formed by association with other people. The most intense, but rare, are the attitudes formed by a “traumatic experience,” like, for example, the shock of being suddenly attacked physically by a member of another communal group.

The cognitive component of attitudes are influenced by the general tendency to categorization. A Muslim meets many Hindus, but he tends to put them all together and simplifies the problem by some such generalization as “All Hindus are unreliable.” Similarly the Hindu who meets many Muslims overlooks all the variations and may gene­ralize “All Muslims are crude.” Such categorizations simplify the situation but they are highly inaccurate because of the simplification.

The affective component of attitudes is characterized by the presence of positive or negative emotion. The affective component is influenced greatly by reinforcement and repetition. The positive attitude towards festivals is due to food, the lights etc., which give rise to pleasure. Similarly the negative attitudes are due to un-pleasure associated with individuals, groups or social events.

The behavioural component of attitudes are greatly influenced by social norms which are ideas held by a group regarding what is correct behaviour and what is not. In the course of socialization children are told by parents about what they should do and what they should not do.

The general basis for negative attitude toward Harijans is the fact that parents prevent children from associating with sweepers, cobblers, etc., who are poor, illiterate and dirty. Why do such norms for beha­viour toward out-groups develop? Triandis and Triandis (1960) have argued that economic conditions place one group in a position of advantage over another group.

In order to maintain this position of advantage negative attitudes are developed towards the group with economic disadvantage so that it can continue to be backward. The norms will continue to operate even when economic considerations are not relevant. The upper caste man, for instance, continues to look upon a person as “untouchable” though he may have superior educa­tion, wealth etc. This is how he tries to maintain his self-esteem.

Among the personality variables which determine the formation of attitudes, the most important is child-training which leads to formation of “authoritarian” personality. Adorno et al (1950) showed that people who had stern and punitive fathers and grew up in families organized along hierarchical lines with a powerful father figure, deve­loped the authoritarian personality.

Such people accept in group autho­rity figures without questioning them, desire powerful leaders, show obedience and respect for authority, approve severe punishment for deviants and admire military men, athletes and financiers. By contrast those low in authoritarianism prefer equalitarian leaders, show warmth and love in interpersonal relations, are tolerant of deviants, admire scientists, artists and social reformers. Thus, those high in authori­tarian scale are highly prejudiced in their outlook while those low in it are tolerant.

Another significant personality variable is “conscience” or inner control. There is a good deal of evidence to show that when the mother is the chief socializer using techniques of discipline like with­drawal of love, the child develops internal controls.

But, when the father is the chief socializer using techniques of discipline like physical punishment, the child has weak internal controls; the child does not learn to control himself. People who learn to use internal controls are more likely to act according to their own standards, while those who are under the influence of external controls are more likely to act according to the norms of their in-group.

Thus, the kind of child training to which different individuals are exposed results in different conceptualizations regarding interpersonal relationships. The more positive conceptualization leads to an out­look that people are good, strong and humanistic; they advocate negotiation etc., to settle disputes. But those who had experience of highly punitive child-training practices are likely to develop negative views of human relations looking upon people as bad and weak and favour settling disputes by violence.

Insecurity is another important personality variable. Sense of in­security makes a person to be intolerant of ambiguity; so he may opt for “right dictatorship” (fascism) or “left dictatorship” (communism). Insecurity may be caused not only by child training, where the parents punish inconsistently and without explanation, but also by loss of status in adult life.

Among the societal variables determining attitudes are membership of groups. A person is not only a member of some groups, he also aspires to belong to other groups, called “reference groups.” A person’s atti­tudes are anchored in his membership and to the reference group.

For example, Jennings and Niemi (1968) found in a nationwide sample in U.S. that 76 per cent of high school seniors favoured the political party which both parents favoured and only 10 per cent had opposite preference. Thus, the fact that on many issues the child is exposed to only one position at home, in the peer group etc., results in his attitudes reflecting it.

But when they are exposed to conflicting opinions, as in the case of those who go to the college, there will be changes in attitude because of the new views being expressed by the teachers and fellow students.

Studies have shown that only about 50 to 60 per cent of the college students agree with the political party preference of their parents as against 76 per cent at the high school level. But there is also the pressure to war cognitive consistency that will be operating during youth and adult periods. As a result only those beliefs and values tend to be accepted which will fit in with the already existing cognitive structure.

Thus, attitude formation begins primarily as a learning process during childhood and adolescence. Once the attitudes are formed, the influence of the principle of cognitive consistency becomes increasingly important.

The individual is no longer primarily passive. He begins to process the new information in terms of what he has already learned. He tends to reject inconsistent information and accept more readily information consistent with his attitude. Thus, well-established atti­tudes tend to be extremely resistant to change, but others may be more amenable to change.

Essay # 5. Measurement of Attitudes:

Measurement of attitude is a highly technical process.

So an attempt is made to give a general indication of the various procedures used to measure attitudes:

1. Self-report Measures:

Typically attitudes are assessed on the basis of a series of carefully constructed, standardised, statements each with an index. The subject is asked to specify whether he “agrees” or “disagrees” with the statement. Usually each statement is assigned a scale value so that a quantitative index of the attitude may be obtained.

When a scale constructed by the Thurstone (1929) method is used, the subject simply selects those items with which he agrees. For example, in the Thurstone scale to measure attitude toward war, the statement “War is glorious” has a scale value of 11.0. “I never think about war and it does not interest me” has a scale value of 5.5. “War is a futile struggle resulting in self-destruction,” has a scale value of 1.4. The attitude score is the median of the scale values of the items with which he agrees.

Another procedure which yields similar results is that developed by Likert (1932). In this method the subject has to indicate his response to a statement on a five-point scale strongly agree, agree, undecided, disagree and strongly disagree; weights of 1. 2, 3, 4 and 5 are given to these responses. The final attitude score is obtained by summing the scores for each statement.

Another technique is the Bogardus (1925) social distance scale where seven statements of varying social intimacy from “would marry” a member of the group to “would not like him to enter my country” are given and the subject is asked up to which degree of intimacy he would like to admit the given social group.

Yet another technique is the “semantic differential technique” deve­loped by Osgood (1957) in which the subject has to indicate on a seven-point scale the quality of the item.

All the various techniques correlate highly with each other; if a person is rated as a highly prejudiced person by one technique, he will be rated in the same way by the other techniques also.

2. Observation of Overt Behaviour:

It has been seen above how La Piere (1934) made a trip around U.S. with a Chinese couple to study the attitude of hoteliers towards Oriental people, on the basis of actual behaviour.

Webb et al (1966) have criticised the heavy dependence of social psychologists on self-reports to measure attitudes. They have suggested a series of measures based on actual behaviour or on records indicating behaviour. For example, the sales records will show the attitude towards food items, or towards the various “soft drinks” like Coca- Cola, Fanta, Limca etc.

Similarly a measure of change in attitude toward “ready-made dresses” could be obtained by analysing the sales records of ready-made dresses and also analysing the number of orders given to tailors to make various types of clothing.

3. Interpretation of Partially Structured Stimuli:

The subject may be shown a photo or a picture and asked to describe the scene. This is a “projective” technique. On this basis of the description or story, the subject’s attitude toward that social object could be studied.

Essay # 6. Relationship between Attitudes and Actual Behaviour:

Lapiere (1934) found no relationship between actual behaviour and the attitude expressed towards a Chinese couple. He travelled with a Chinese couple and they stopped at many hotels and visited many restaurants. They were cordially received, given rooms and all facilities.

Later he wrote to all these hotels and restaurants which they visited and also many others which they had not visited and asked the managers whether they would receive Chinese guests. It was found that 92 per cent of those who replied said that they would not accept the Chinese as guests.

Thus, there was no relation between the actual behaviour and the attitude expressed in reply to a letter. This discre­pancy is due to the difference in the two stimulus situations. When the Chinese guests went with an American, they were cordially received and served. But the letter was a formal request and the response was according to the prevailing norm, not to receive any guests of Oriental origin.

In contrast Kuppuswamy (1954) found that the Andhra college youth were very eager that linguistic provinces should be established in response to a questionnaire given in 1951. Actually by 1954 there were student rioting and adult rioting in Vijayawada and other places and the situation was so severe that Andhra State was formed as the first linguistic state. Here there is a positive relation between the atti­tude expressed and the actual behaviour.

Another illustration may be given. The Shiv Sena movement in Bombay was against the people of the Southern states who had settled down in Bombay. Actually within a short period the attitude mani­fested itself in actual behaviour destroying the properties of the Southerners.

It is well known that there was an identity between the social norm expressed as an attitude and the actual behaviour towards the ex-un­touchables in India. In spite of the campaign carried on by Gandhiji and inspite of Art. 17 abolishing untouchability in 1950, even now negative attitude as well as avoidance behaviour are to be found in the villages of India where 80 per cent of the people live.

On the other hand, one of the great problems India has been facing is in the area of national integration. As far as the expressed attitudes are concerned Indians are highly nationalistic. They will shout “Jai Hind.” They stand in reverence when the national anthem is sung. But in actual behaviour casteism, communalism and linguism prevail. Here behaviour is at variance with the attitude expressed verbally.

It must be recognized that attitudes are neither necessary nor suffi­cient causes of behaviour. They are only “facilitative causes.”

Behaviour is a function of:

(a) Attitudes,

(b) Social norms,

(c) Habits, and

(d) Expec­tations about reinforcement.

When there is consistency between all these four factors, there is consistency between attitudes and behaviour. Sugar (1967) tested this formulation.

He asked college students:

(a) Whether they liked to smoke (affect toward smoking),

(b) Whether their friends approve of smoking (norm),

(c) Whether they usually smoked (habit).

Later on he casually offered them cigarettes. It was found that when all the three predictors were consistent, the behaviour followed; but when the three predictor variables were not consistent the accuracy of prediction dropped.

Thus, the actual behaviour is dependent not on attitude alone but on the other factors like the social norm, habit, etc.

Essay # 7. Some Approaches to the Study of Attitudes:

Broadly there are three approaches to the study of attitude for­mation and change:

1. Conditioning and Reinforcement:

This model is closely associated with Hovland and his coworkers. The basic assumption is that atti­tudes are learnt like other habits. Just as people acquire information and facts, they also acquire feelings and values associated with these facts. The child not only learns that a certain animal is a dog, he also learns to like or dislike dogs. Thus, according to this view the princi­ples and theories derived from studying the learning process can be applied to attitudes also. Attitudes are learnt through association.

Because the grandmother, who is liked, tells stories of Ramayana and Mahabharata during childhood, the Indian child has a positive atti­tude towards these epics. Learning also occurs through reinforcement. The attitude toward Ramayana is reinforced by the reward (pleasure, praise) which visitors to the house express when the child relates the story of Rama.

2. Incentives and Conflicts:

According to this theory a person adopts that attitude which maximizes his gains. This approach is particularly relevant to attitude change. It views the attitude situation in terms of an approach-avoidance conflict. This can be illustrated with the “con­structive programme” developed by Gandhi in order to unify the people of India to obtain independence.

He made the Congress work­ers to accept a number of programmes which were traditionally unacceptable to them. For example, in order to promote a sense of hygiene and also to make people give up their disgust towards scavangers and scavanging, he made the Congress workers to participate in what he called safai programme.

They were made to dig pits for use and cover the refuse with mud so that the latrine is clean and free from smell. Similarly to promote Hindu-Muslim unity he made the Congress workers of all communities not only to live together, eat together, but also to join in the common prayers where texts from the Gita, the Koran, the Bible etc., were recited.

He made the removal of “untouchability” a basic programme and induced the higher caste people to take their food along with the Harijans. All these programmes are really programmes to change the attitude of people towards the various social groups. Gandhi succeeded in changing the attitudes of the Congress workers at that time because of there love and reverence to him and because of their zeal for national liberation.

So the “approach” was more powerful than the “avoidance”; the attitude change took place from disgust to ex-untouchables to a more humanistic outlook. Similarly with respect to other issues also. But the real effects of this were only changes in legislation, that is, change in official norms rather than change in local norms in the small groups in rural and urban areas.

3. Cognitive Consistency:

Cognitive consistency theorists, though they differ considerably among themselves, generally assume that there is a tendency for all people to seek consistency among their cognitions and that this is a major determinant of attitude formation.

According to these theories, when in an individual, there is inconsistency between some beliefs and values and other beliefs and values, he strives to alter them so that they become more consistent with each other. Even if his cognitions are consistent and he is faced with a new cognition that would produce inconsistency, he strives to minimize the inconsistency.

An illustration from current Indian situation will clarify the point. According to prevailing social norms in an agricultural society, people believe that children are the gifts of God, that male children are neces­sary both for secular success in carrying out agricultural operations profitably and for the repayment of the debt to the ancestors (pitr rna); thirdly, there was the fact of large incidence of infant mortality and the short span of life of those who survived.

All these attitudes have now to be changed in view of “population explosion.” Increase in knowledge and large scale application of knowledge in public health has decreased both the infant mortality rate (from about 160 in 1951 to about 80 in 1971) and general mortality rate (from about 30 in 1951 to about 15 in 1971); it has increased the longevity of people from about 27 years in 1951 to about 57 years in 1971.

As a result of steep decreases in death rate without a corresponding decrease in birth rate, the country is faced with great increase in population and conse­quent increase in unemployment, food shortage, etc. Like in the 19th century Europe and America, the educated middle classes living in urban areas are being affected by the increased cost of living and so are trying to change their attitude by accepting the small family norm.

But the national problem remains since 80 per cent of the people continue to live in rural areas and as many are illiterate. Their stan­dard of life is so low that there is no cognitive inconsistency; hence there is no attempt to change their attitudes. Some slight change in their attitude was effected through large scale utilization of “incentive programmes.”

But all these cannot bring about a real decrease in the birth rate if there is no change in social norms in the small groups in rural and urban areas. Here again is an illustration of the change in national norms which have become ineffective without a corresponding change in the norms of the small groups.

It is not necessary to go into the details of various theories of cognitive consistency, like the balance theory, congruity theory and so on in this book.

Some Indian Studies on Attitudes:

There have been studies in attitude measurement and change in the educational, industrial, family planning and other fields.

In the educational field attempts have been made to measure atti­tude of students toward the various school subjects, school activities, vocations etc. Some studies have also been made to study the attitude of teachers and teacher trainees. Attempts have also been made to assess the attitudinal changes effected as a result of training.

In the industrial field many studies have been made to measure the attitude towards the job, the management, the labour unions, etc. Ganguly (1958) set up an action programme including lectures and discussions to orient the attitude of foundary workers towards super­visors, national government, and the job. A marked improvement in the participants’ disposition was reported. Chowdhry (1953) studies the attitude of textile workers and its effect on working efficiency.

Several attempts have been made to construct scales to measure radicalism-conservatism. Rao (1962) using the centroid technique of factor analysis has shown that three bipolar factors are involved in social attitudes. Kundu (1966) has given weightage to attitude compo­nents and put forward a new concept of attitude.

Commenting on the various attempts made so far, Rath (1972) has said, “considering the importance of attitude scale construction, the work done in this regard does not seem to be very adequate; and there are not many well esta­blished and widely accepted standardized scales of attitude available for Indian conditions.”

Kamala Gopal Rao (1968) has put together several studies made to measure attitude toward Family Planning programmes. Most of these attempts have used the questionnaire and interview techniques; some have used scaling techniques. Panda and Kanungo (1964) used the Thurstone and Likert technique to develop scales to measure attitude toward family planning on an all-India basis.

Another significant development is what is known as KAP studies; the aim is to find the relation between knowledge, attitude and prac­tice. The results of large scale studies indicate that while knowledge with respect to family planning programme has been widespread be­cause of the use of mass media and while attitudes are also favourable, only about five per cent actually practice some family planning techni­ques to control birth. These studies clearly show how merely having favourable attitude toward family planning does not guarantee its practice.

Essay # 8. Ways of Changing Attitude:

Attitudes can be changed in a variety of ways. One of the sources of change is by obtaining new information which may come from other people or through the mass media. Such new information may pro­duce changes in the cognitive component of a person’s attitude.

There is a tendency for consistency in the component of any attitude. So when there are changes in the cognitive component there may be changes in the affective and behavioural components also. Attitudes may change through direct experience. A person who is prejudiced against Harijans may meet in a friend’s house a very well informed, intelligent Harijan.

This experience may bring about some dissonance between his cognitions between his expectation and his experience. This may require him to reorganize his thinking about Harijans.

Another way to change the attitudes is by legislation. Because the law prohibits and punishes the practice of untouchability there may be changes in attitudes toward Harijans. This can be seen in cities and big towns where there is hardly any awareness of the caste of the other person. But this is not true in the rural areas where the intimate, small group norm is more powerful than the distant, national norm.

Since a person’s attitudes are anchored in his membership group and reference group, one way to change these attitudes is to modify one or the other. Newcomb’s (1943) classic study showed how college attendance can have a significant effect on one’s attitudes. The study was conducted in a small residential college where there was great scope for interaction between the teachers and the students.

The girls came mostly from wealthy conservative homes. The teachers were extremely liberal in their outlook. As a result of this interaction the attitudes of the girls changed. They became more and more liberal. Newcomb (1963) made a follow-up study on as many girls as he could trace and found that 25 years later, they were conspicuously more liberal than the women of the same age and socio-economic back­ground.

However, it must be realised that there is a great difference in situa­tion; in the laboratory and in the college campus significant changes in attitudes may be possible; but as politicians and other propagandists like the advertisers know, the campaigns conducted through mass media are not so successful in producing changes in attitudes among the masses.

One of the most significant cases of mass change in attitudes in India was in the General Elections in 1970 for the Parliament and in 1971 for State Legislatures. After the split in the Indian National Cong­ress in 1969, Prime Minister Indira Gandhi with her radical programme of Bank Nationalization was able to build up a new image of Congress R.

The whole country was dissatisfied with the continuance of large scale poverty, illiteracy and unemployment after nearly 25 years of independence, even though there was very impressive success in the field of industrialization; this, however, only made a small proportion, probably ten per cent, of the population affluent. 

Further, the 1967 elections, which clearly rejected the Congress and put in several non- Congress parties in power in the States, showed that the “United- Front” Governments made up of parties with different ideologies were making a mess with their squabbles. Finally, the minority commu­nities, particularly the Muslims, the Christians and the Harijans were bewildered with the success in 1967 elections of the Jan Sangh, which, rightly or wrongly, is associated with communalism.

All these forces operated to bring about a landslide victory of the Congress R, in 1970 and 1971. But the basic problems of large-scale poverty, illiteracy and unemployment continue to plague the Indian situation. Unless there is some success in tackling these problems it is difficult to foresee what shape the attitude of people will take in the coming critical years, in spite of the success in Indo-Pakistan War of 1971.

Hovland and Janis (1959) suggested a useful model of attitude change that included many stages and variables.

The following figure illustrates the model in a very simplified form:

There must be a “communicator” who hold a particular position on some issue and is trying to convince others to hold the same position. In order to do this, he produces a “communication” designed to per­suade people to change their views. This communication is presented in a given “situation.”

These three constitute the essential features— the source, the communication and the situation and surroundings. But the communication may not reach the target intact. Probably the communication may not reach the target at all because the lines of communication do not exist.

For example, Kuppuswamy (1971), in his 1961-62 study in Mysore District, found that more than two-thirds of the rural group had not heard of the five-year plans. Secondly, because of previous commitments and personal involvements, the target groups may avoid the communication.

For example, in 1972 when the pro­blem of radical lowering of landholdings to 18 to 10 standard acres of irrigated land or to 54 acres of dry land was under discussion, the landholding groups were totally impervious to the concrete situation where about 20 per cent of rural people are landless and about 75 per cent of the landholding people had less than five acres of dry land.

They were only thinking of their own situation and these were gene­rally absentee landlords, living in cities, following professions or busi­ness. Then there is the factor of surrounding situation; there is the competing propaganda from other sources who are against the given source and the given message and try to impress their point of view on the people.

There is considerable evidence with regard to what is now identified as the “two-step flow of information.” Most people do not read news­papers and do not hear the radio. Only a small fraction in the society read newspapers carefully and hears the significant programmes on the radio. These people tend to be the most influential members of their community or group.

They are called the “opinion leaders,” because they have considerable impact on the attitudes of their asso­ciates. They pass on the information to their friends. By means of this two-step flow of communications, some of the persuasive material does reach the people. Thus, one of the critical points in propaganda and attitude change is to reach these opinion leaders.

We can now briefly apply these principles to the Indian situation. In 1920 when Gandhi launched his non-cooperation programme he was able to get practically the whole nation to support him. Thousands of responsible citizens ‘gave up their professions and joined the move­ment. Tens of thousands of students gave up their studies.

This pheno­menal situation arose because Gandhi, the source of communication, had already demonstrated in 1917 his capacity as a leader and his fearlessness by the four successful campaigns, namely:

(1) Champaran Satyagraha in indigo plantations in north-western corner of Bihar;

(2) Ahmedabad Satyagraha and fast to settle the textile mill labourers’ problems;

(3) The Kaira Satyagraha in Gujarat to suspend the land revenue code due to famine; and

(4) The abolition of indentured labour system.

The convent of his communication was the attainment of self- government through “ahimsa” the abandonment of all kinds of violence and thorough non-cooperation, “a voluntary withdrawal” of all support to the government. He wanted all those who “are holding offices of honour or emolument” to give them up, and also those who belong to the menial services under the government. Then what about the situation? The movement was launched after the Jallianwala Bagh massacre and Khilafat agitation and the failure of the British Govern­ment to satisfy the demands for “Home Rule” by accepting the recom­mendation of Montague-Chelmsford reforms which only envisaged the transfer of a few subjects in the states to elected ministers.

Thus the whole country was seething with discontent. What about the target? Gandhi started for the first time a mass movement. So the people were ready to join a movement which gave promise of the overthrow of the alien rulers. The masses are ignorant; they were mobilized through the “two-step” flow of information.

The leaders, who resigned their offices, communicated the message. Thus, not only the 1920 movement, but the other movements launched by Gandhi in 1930 and 1942 were all of the same pattern. He had insight into the needs of the people and could make them sacrifice their all for the attainment of independence.

By contrast, such forces are not in operation either with respect to the Five-Year plans or the community development programme or other national programmes. It is only the Bank Nationalization pro­gramme that had some of these features which could change the attitudes of the people.

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Attitude and Behavior, Essay Example

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Attitude defined as the view that one has towards an object. It can either be positive, negative or neutral views towards a person, behavior or event. From the theory, of planned behavior (Hogg & Terry, 2000, p. 31), it supports that the intentions of performing certain behaviors can be predicted by the attitudes that one has towards the behavior, the subjective norms, and perceives control of behavior. Therefore, the actual behavior varies considerably as a result of the intentions one has towards the behavior together with the perceptions of behavioral control (Hogg & Terry, 2000, p. 67). By assessing one’s beliefs in regards to the consequences arising from behavior and by evaluating these consequences desirability, this determines the attitude towards behavior.

In the cognitive dissonance theory, it suggests that every person has an inner drive for holding all their attitudes and beliefs in harmony so as to avoid dissonance (Hogg & Terry, 2000, p. 7). This is because the dissonance will lead to the situation where there will be conflicting attitudes, behaviors or beliefs, and as a result, individuals end up feeling pain and cause change in one of the attitudes or beliefs (Hogg & Terry, 2000, p. 227). For example, when one forced, by circumstances, to behave in a way they do not do, their attitude towards their behavior may be re-evaluated to reduce dissonance.

In the self perception theory, it says that people decide on their own attitudes and feelings towards a certain behavior from watching how they behave in different situations. This occurs when a person’s cues are so weak or confusing that they put the same person in the same point, as an exterior observer (Hogg & Terry, 2000, p. 72). Potential implications of a person’s behavior that has a negative attitude towards individual or group would be development of feelings such as anger, frustration, hatred, disgust, sadness. Also, the drainage of energy from a person due to the maintenance of the negative attitude experienced. Implicit attitudes are the thoughts, feelings, or actions towards objects arising due to experiences that one may not be aware of, whereas explicit attitudes are the thoughts, feelings, or actions toward people, objects, or concepts that the person is aware of the feelings he or she holds in a certain context.

Hogg, M. A & Terry, D. J. (2000). Attitudes, Behavior, and Social Context: The Role of Norms and Group Membership. New York: Routledge.

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Essay on Attitude And Values

Students are often asked to write an essay on Attitude And Values in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Attitude And Values

Understanding attitude and values.

Attitude is the way we think and feel about something. It is our mental outlook on things. For example, we may have a positive attitude towards studying or a negative attitude towards cleaning.

What are Values?

Values are the things that are important to us. They guide our actions and decisions. For example, if honesty is a value, we will always tell the truth.

Link Between Attitude and Values

Our values shape our attitudes. If we value hard work, we will have a positive attitude towards it. Our attitudes also reflect our values.

Importance of Positive Attitude and Values

Having a positive attitude and good values is important. It helps us to be happy and successful. It also helps us to make good choices and be good people.

In conclusion, our attitude and values are very important. They shape who we are and how we act. So, it is important to have a positive attitude and good values.

250 Words Essay on Attitude And Values

Attitude and values are two important parts of our life. They shape our thoughts, actions, and how we see the world. Attitude is how we feel about something or someone. It can be positive or negative. Values are the things we believe are good and important. They guide our behavior and choices.

The Role of Attitude

Attitude is like a mental filter through which we see the world. It can shape our thoughts and actions. For example, if we have a positive attitude towards school, we will enjoy learning. We will be eager to go to school and study. But if we have a negative attitude, we might not like school. We might feel bored or unhappy there. So, our attitude can change our experiences.

The Importance of Values

Values are like a compass that guides us. They help us decide what is right and wrong. For example, if we value honesty, we will always tell the truth. If we value kindness, we will be kind to others. So, our values guide our actions and behavior.

Attitude and Values Together

Attitude and values are closely related. Our values can shape our attitude. For example, if we value hard work, we will have a positive attitude towards challenges. We will see them as opportunities to learn and grow. So, our values can influence our attitude.

In conclusion, attitude and values are very important. They shape our thoughts, actions, and experiences. They help us become better people. So, we should always try to have a positive attitude and good values.

500 Words Essay on Attitude And Values

Introduction to attitude and values.

Attitude and values are two key concepts that help us understand our thoughts, feelings, and actions. Attitude is the way we think and feel about something or someone. It is like a mental filter through which we experience the world around us. On the other hand, values are the beliefs that guide our decisions and behavior. They are like a compass that shows us the right way to act.

Understanding Attitude

Attitude is a mix of thoughts and feelings. It is not something we are born with, but something we learn from our experiences and surroundings. For example, if you have a positive attitude towards studying, you might see it as a chance to learn new things and enjoy the process. But if you have a negative attitude, you might see studying as a boring task.

Our attitude can change depending on the situation and our experiences. This is why it is important to always try to keep a positive attitude. A positive attitude can help us overcome challenges, make us happier, and lead us to success.

The Role of Values

Values are the deep beliefs that we hold about what is right and wrong, good and bad. They are the rules by which we live our lives. For example, if honesty is a value for you, you will always try to tell the truth. If respect is a value, you will treat others with kindness and understanding.

Values are usually learned from our family, culture, religion, and education. They shape our character and influence our choices. They help us decide what is important in life and guide us in our actions.

Connection between Attitude and Values

Attitude and values are closely linked. Our values often shape our attitudes. For example, if you value hard work, you might have a positive attitude towards challenges and see them as opportunities to grow. On the other hand, if you value comfort and ease, you might have a negative attitude towards hard work and see it as something to avoid.

In the same way, our attitudes can influence our values. If we have a positive attitude towards kindness, we might start to value it more. If we have a negative attitude towards dishonesty, we might start to value honesty more.

In conclusion, attitude and values are two important factors that shape our thoughts, feelings, and actions. They interact with each other and influence our behavior. By understanding our attitudes and values, we can better understand ourselves and make better decisions. We can also work on improving our attitudes and values to become better people and lead more fulfilling lives. Remember, a positive attitude and good values can make a big difference in our lives.

That’s it! I hope the essay helped you.

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