子谦译文｜第五类（代）创业教育理论：价值创造(27)

谢斯（Sheth），纽曼（Newman）和Gross提出了一个广泛应用于行为经济学的价值框架。他们以消费者决策为实证分析为出发点，最终得出影响消费者选择的五种不同价值：功能价值、情感价值、认知价值、社会价值和条件价值。功能价值是指消费者对产品功能或性能的感知效用；情感价值是源于产品唤起消费者情感的能力；认知价值是基于消费者的好奇心、新奇感和求知欲；社会价值来源于消费者参与群体的效用；这些例子包括珠宝、服装、礼物和汽车等，它们可以向他人传达理想的形象。最后，这个条件价值取决于季节和文化活动等情况下产生的需求，否则消费者将发现与他们自己所处的实际情况不一致。这个框架聚焦于消费者如何选择替代产品，才能更符合自我主义的经济人的独特观点。尽管如此，这个框架还是说明了消费者如何结合多种价值来形成对效用的认知。
这五个消费者价值观如下表1所示。
Psychology
心理学
Motivation and well-being theories stemming from psychological research constitute one possible starting point in an investigation of what humans find valuable. Fiske (2008) has synthesized the vast literature on motivational research into a framework consisting of five different perspectives. According to Fiske, human motives differ depending on whether we study patients on the psychoanalytic couch, examine our own consciousness, watch students in the classroom, use the computer as a metaphor for cognitive understanding, or study group members in a collective. On the psychoanalytic couch, people appear hedonistically self-focused on maximizing pleasure and avoiding pain, in line with utilitarian economics. When studying people’s conscious experiences, they appear optimistic, futureoriented, trust-based and focused on functional potential to get things done, i.e. an emphasis on the emotional enjoyment and flow inherent in human valued activity. In the classroom, the clear-cut incentives in a constructed learning environment make for behavioristic motives based on students’ expectation of achieving a goal and the perceived value of achieving it. When using the computer as a metaphor for researching human cognition, scientists have studied mental and social aspects of how people process information in order to reach a coherent understanding, i.e. aiming to reach a harmonious experience free from individual and collective disharmony and disjuncture. When studying groups, the motives for belonging to a social collective seem endless, ranging from surviving, reproducing and conforming to collectively acting, understanding and sympathizing. These five perspectives in motivation theory are shown in Table 1 below.