Motivated Knowledge Acquisition: The Influence of Implicit-Theories on Consumer Preference for Experiential Breadth and Depth

• Published in: Advances in Consumer Research Vol. 47; pp. 519 - 520
• Main Authors: Clarkson, Joshua J, Otto, Ashley S
• Format: Conference Proceeding
• Language: English
• Published: Urbana Association for Consumer Research 01.01.2019
• Subjects: Consumer behavior; Knowledge; Knowledge acquisition; New York; United States > US
• ISSN: 0098-9258

Traditional models of knowledge acquisition propose that expertise is a function of the amount or quantity of knowledge accrued by an individual (Alba and Hutchinson 1987; Chi, Glaser, and Farr 1988; Farrington-Darby and Wilson 2006). Despite the intuitive nature of this perspective, recent research demonstrates that not all knowledge is equal-that is, individuals can accrue different types of experiential knowledge (Clarkson, Janiszewski, and Cinelli 2013; Hoeffler, Ariely, West, and Duclos 2013). Specifically, knowledge can differ in its depth (i.e., experiential intensity) or breadth (i.e., experiential extensiveness) (Clarkson et al., 2013; see Hoeffler et al. 2013). While breadth and depth both broadly represent knowledge, they differ in the type of knowledge a consumer accrues, which directly influences the extent to which consumers' either expand (i.e., breadth) or refine (i.e., depth) their existing knowledge base. Yet while these knowledge types have been shown to have critical implications for the development of expertise (e.g., the enhancement of experiential appreciation, the impact of preference learning; Clarkson et al., 2013; Hoeffler et al. 2013), little is known about the motivations that prompt consumers to selectively desire these different types of knowledge. That is, not much is known about what drives consumers to prefer knowledge breadth versus depth. In response, we propose that consumers seek out different knowledge types as a means of differentially developing different forms of expertise (i.e., a general or specialized knowledge base) as a function of their implicit self-theories (Dweck 1996). The construct of implicit self-theories posits that individuals exhibit a general tendency toward one of two mindsets or theories regarding the self: An incremental (or growth) mindset and an entity (or fixed) mindset (Dweck 1996, 2000). Incremental theorists view the self as malleable, endorse the belief that one can change over time, and thus seek to improve or develop their current self. Entity theorists, on the other hand, view the self as fixed, endorse the belief that one is unlikely to change over time, and thus seek to prove or optimize their current self. As a consequence of these theories-and the motivations they encompass-we posit that implicit self-theories systematically impact consumers' knowledge preferences. Specifically, we argue that incremental theorists are motivated to seek out experiential breadth as a means of enhancing their knowledge of new conceptual spaces (e.g., diverse wine types). Conversely, entity theorists are motivated to seek out experiential depth as a means of refining their knowledge of an existing conceptual space (e.g., similar wine types). In doing so, this work seeks to offer unique insight into the motivations that systematically impact consumers' preference for experiential breadth and depth and, consequently, the implications of these chronic motivations for different forms of expertise. We explore these hypotheses across three experiments. Using a consequential choice paradigm, Experiment 1 presented participants with a consumption choice between one of two chocolates. Importantly, the two options were the same; however, we altered the description of the chocolates to signal either knowledge breath or knowledge depth. Results revealed that incremental theorists showed a stronger preference for the chocolate that offered greater knowledge breadth, whereas entity theorists showed a stronger preference for the chocolate that offered greater knowledge depth. Moreover, a subsequent follow-up showed this effect held even when participants' favorite chocolate was included as an option. Experiment 2 explored the extent to which the distinct knowledge preferences of entity and incremental theorists demonstrated in Experiment 1 are driven by different motivations (i.e., learning and performance; see Dweck 2000). Specifically, incremental theorists tend to be focused on development and improvement goals and are thus learning-oriented. Entity theorists, on the other hand, tend to be focused on self-enhancement goals and are thus performanceoriented. In this study, participants were presented with a series of choices characterized as offering breath or depth knowledge experiences (adapted from Clarkson et al. 2013), asked to make a choice between the breadth and depth experiences, and then to respond to separate scales assesses their learning and performance motivations (Dweck and Leggett 1988). Results revealed that incremental theorists showed a greater preference for breadth, whereas entity theorists showed a stronger preference for experiences providing greater knowledge depth. Further, analysis of our dual-mediation model revealed significant pathways, such that the effect of incremental theorists on knowledge preference was driven by learning motives, whereas the effect of entity theorists on knowledge preference was driven by performance motives. To bolster support for the mechanism proposed to underlie the effect, we directly manipulated the motivation surrounding knowledge acquisition in Experiment 3. That is, we manipulated the extent to which participants were motivated to learn or to perform. The findings revealed that those with a learning motivation heightened the preference for knowledge breadth, whereas those with a performance motivation heightened preference for knowledge depth-a finding that bolstered the mediation pathway in Experiment 2. Importantly, this study addressed alternative explanations related to mere differences in openness to experience As noted, expertise is often characterized as a function of knowledge quantity. However, not all knowledge is equal (Clarkson et al. 2013; Hoeffler et al. 2013). This research explored the motivations that alter consumers' preferences for these different types of knowledge (breadth vs. depth). Specifically, implicit self-theories exhibited a robust and systematic influence on individuals' knowledge preferences, with incremental theorists showing greater desire for knowledge breadth and entity theorists showing greater desire for knowledge depth. Importantly, however, these differences were driven by distinct motivations-namely, the desire for enhanced learning and performance. Collectively, these findings provide a novel framework of motivated knowledge acquisition that documents: (i) an unexplored antecedent to the types of knowledge individuals seek out, (ii) a unique perspective on the processes that drive knowledge accrual, and (iii) the role of implicit self-theories in stimulating key motivations that heighten consumers' preferences for different knowledge types.