Attitudes are composed from various forms of judgments. Attitudes develop on the ABC model (affect, behavioural change and cognition). The affective response is a physiological response that expresses an individual's preference for an entity. The behavioural intention is a verbal indication of the intention of an individual. The cognitive response is a cognitive evaluation of the entity to form an attitude. Most attitudes in individuals are a result of observational learning from their environment. Current conceptions of attitude do not adequately distinguish between attitudes and factual beliefs on the one hand, or between attitudes and preferences on the other. To hold an attitude is to describe an objective moral property to the attitude-object; however the conception of such properties rests on an incoherent theory of relations as constitutive of their terms, and the belief in them has only pseudo-cognitive content. The maintaining of attitudes is a special technique for disguising and promoting interests. Attitudes serve as rationalizations for concealed or unconscious impulses and are themselves defended by further rationalizations. These considerations call into question some common techniques of attitude-assessment. Some apparent exceptions, namely ‘aesthetic attitudes ’and ‘authentic values ’, reveal themselves to be either (a) factual beliefs about aesthetic properties or about human motivation respectively (b) preferences or (c) moral attitudes as defined.
Attitude, Senior Secondary School Students, E-Learning, Gender, Residential Backwar And
