HUMAN BEHAVIOR AND

DECISION MAKING
2022-2023
ENROLLMENT KEY
HBDM_SPRING_3
GOAL OF THE COURSE

To provide students with a perspective on the fundamental role of

psychology and human behavior within the field of economics and
management
 1- Me, myself and the others

2- How to acquire and process information

COURSE 3- Beyond the automatic pilot within

CONTENT 4- Attitudes and Behavioral Change

5- Emotions and Social influence

6- How do we make choices?

CALENDAR
Class # Date Content

Topic 1: Me, myself & the others

1 Feb 9

2 Feb 16 Topic 2: How to acquire and process information?

Topic 3: Beyond the authomatic pilot

3 Feb 23

4 Mar 2 Topic4: Attitudes and Behavioral Change

5 Mar 9 Topic 5: Emotions & Social Influence

6 Mar 16 Topic 6: How do we make choices?

 EVALUATION
EVALUATION % OF FINAL
DESCRIPTION DATE
COMPONENT GRADE
Individual written exam. Multiple choice and open th
Individual Final Exam questions about the topics covered in class. 50% March 18

You choose a topic & situation (case study; scene

Critical Analysis (in from movie). Write a critical analysis integrating at th
15% March 16
Group) least one theory with the situation chosen. 1200
words (max; without references; cover)
Groups randomly selected; present a case study in
class. Total time: 25 min + 5 Q&A

Cases provided by the instructor

Group Assignment 35% (see callendar)
The cases are a starting point. Students are
encouraged to search for other sources of
information.
 GROUPS, CASES, DATES
(TE; PROF. ANÍBAL LÓPEZ)
Group 1 Group 4
56581 Bárbara de Boelpaepe Francisco Group 1 56756 Daniel Nogueira Ferreira
Group 4
56781 Bruna Coimbra Tavares 56938 Domingos Soveral Varela de Fezas Vital
56922 Joao Maria Vinhas Melicias Faria Case 1 56377 Tiago Monteiro Tarré Case 4
56523 Jose Mousinho de Sousa Uva Almadanim 16/02 56597 Tiago Sousa Martins Carneiro da Silva
23/02
56369 Maria Leonor Lobo Queiroga Dias Miranda 52750 Xuan Tung Duong Vuong

Group 2
51944 Gonçalo Seruca de Almeida Group 2 Group 5
Group 5
56924 Henrique Portela Morais Rebelo Pinto 56476 Marta Sofia Lourenço Neves
52743 Manuela Prada Furquim de Campos
Case 2 56616 Miguel Maria Vasques da Silva Vieira Duque Case 5
56569 Maria dos Santos Jorge 16/02 56865 João Francisco Bernardo Santos
02/03
56320 Miguel Marques Trindade 56848 Leonor Cabral de Magalhães Aguiar

Group 3 Group 6
57406 Kyara Patricia de Sousa Rodrigues Clemente Group 3 56575 Caetano Maria Metello Cotrim da Costa de Macedo Group 6
56866 Lara Margarida Santos Cipriano
Case 3 56923 Alegra Maria Maza da Silva Case 6
56797 Ana Rita Franco Correia 56978 Aline Judite Cardoso
56574 André Brazuna Teixeira Santos de Almeida 23/02 56889 Manuel Maria de Carvalho Marques
02/03
56463 Shengyan Huang
 GROUPS, CASES, DATES
(TE; PROF. ANÍBAL LÓPEZ)

Group 7
56624 Afonso Pinto Barbosa Vicente Group 7
56994 Kayla Leonor Hilário Jamnadas
Antonio Pedro Lobao do Nascimento Simoes
Case 7
56905 Fortuna 09/03
47269 Ema Carvalho Falcão

Group 8
56507 Gonçalo Barbas Nunes Cruz Castelhano Group 8
56460 Tran Nguyen Dieu Khê Case 8
56932 Vasco Alves Araújo
56397 Yelyzaveta Lukianova 09/03

Group 9
56577 Gonçalo Brazuna Teixeira Santos de Almeida Group 9
46720 Lourenço José Sebastião Antunes Monteiro Abrantes
56896 Mariana Borges Ferreira Nunes
Case 9
56481 Nicole Sobon Neto 16/03
 GROUPS, CASES, DATES
(TF; PROF. ANÍBAL LÓPEZ)
Group 1
56814 Francisco da Conceição Barão Alves Bento Group 1 Group 4
Group 4
56795 Afonso Maria da Veiga Pereira Maia de Loureiro
56954 Frederico Pereira Monteiro Rodrigues Fonseca Case 1 56962 Camillee Suely Valdemiro Varinde Case 4
56856 Guilherme Pereira de Freitas
16/02 56882 Carolina Bacelar Munoz Monteiro dos Santos
23/02
56760 Inês Roquette Martins da Costa 56787 Maria Inês Nunes Sousa

Group 2 Group 2 Group 5 Group 5

56518 Martim José Ramalho Pires Trigo 56705 Rodrigo Paulo Morete da Palma Ventura Cabrita
56617 Melissa Alejandra de Leca Coelho Case 2 56860 Salvador Baltasar Gonçalves Tavares da Silva
Case 5
56974 Patrícia Fátima Nhantumbo Rodrigues 16/02 56969 Thamim Sultanegy Ibrahimo Mahomede 02/03
56551 Patrícia Jerónimo Morais 56667 Tomás de Abreu Gomes Pereira Granja

Group 3
56995 Cláudia Bibi Cassimo Group 3
Group 6
Group 6
56914 Afonso Maria de Sousa Rebelo Gaspar Vaz
56918 Dinis Sarmento e Castro Gomes Case 3 56986 Allyne Omargy Monteiro Case 6
56648 Diogo Rodrigues Garcia
56679 João Caldeira Cardoso Soares Esteves 23/02 56925 Fernando Rocha Furtado Coelho 02/03
56544 João Rodrigues da Silva Ferreira Gomes
 GROUPS, CASES, DATES
(TF; PROF. ANÍBAL LÓPEZ)

Group 7
56675 Ana Carolina Pina Pereira Group 7
56503 Ana Eduarda Figueiredo de Cáceres Dionísio
Bárbara de Figueiredo Albuquerque Pereira Case 7
56729 Carvalho 09/03
56941 Luiza Fernandes Palma Moreira dos Santos

Group 8
56824 António Francisco Gomes Carvalho
Group 8
52142 Liz Katheline Loureiro Cavadias Case 8
56897 Marcelo Chazan e Azevedo
56939 Thaís Helena Pinheiro Barbosa Fernandes
09/03

Group 9
52047 Pedro Alexandre André Catalão Group 9
56661
57036
Pedro Oliveira Alexandre da Silva Monteiro
Sarah Finck Macieira Condeixa
Case 9
56972 Sheisa Fernanda Hussene Pilica 16/03
GROUPS, CASES, DATES (TG)
GROUPS, CASES, DATES (TG)
 GROUPS, CASES, DATES
(TH; PROF. PEDRO SENA-DIAS)
STUDENT ID STUDENT NAME STUDENT ID STUDENT NAME
56864 Diana Micaela Esteves Viduedo 56744 Bernardo Delgado Ribeiro
Group 1 Group 4
56765 Francisco de Morais e Castro Lopes da Costa 56825 Francisco Ferreira de Campos
Case 1 Case 4
56745 Francisco Maria Meireles Simoes Chorao Correia 56883 Leonor Goulart Morais Macedo
16/02 23/02
56612 Tiago António Figueira Alho Presa de Castro

STUDENT ID STUDENT NAME STUDENT ID STUDENT NAME

56710 Francisco Picão de Abreu Rodrigues Group 2 56894 António José Dias Ferreira Grincho
Case 2 Group 5
56699 Guilherme Trigo dos Santos Osório 56513 Laura de Sousa Rafael de Macedo
16/02 Case 5
56884 Mara Koob Kol de Carvalho 56746 Miguel de Freitas Pereira Duarte Vieira
02/03
56596 Pedro Oliveira Cadete

STUDENT ID STUDENT NAME STUDENT ID STUDENT NAME

56857 Guilherme Sousa Morgado 56946 Diego Farto Murraças
Group 3 Group 6
56500 Inês Calado Dias da Cruz 56630 Leonor Cândido da Silva Marques da Rosa
Case 3 Case 6
56945 Margarida Almeida Oliveira 56591 Miguel Maria da Gama Lopes Roque Martins
23/02 02/03
56965 Matthew George Lawrence 56919 Roberto Alves Arruda Cané
 GROUPS, CASES, DATES
(TH; PROF. PEDRO SENA-DIAS)
STUDENT ID STUDENT NAME
56726 Eduardo Diogo Francisco Nazário
Group 7
56898 Mónica Rodrigues Fernandes
Case 7
56791 Pedro Miguel Dias de Oliveira
09/03
56514 Rodolfo Alexandre Sebastião Frade de Vilhena

STUDENT ID STUDENT NAME

56472 Francisco Barreto Xavier Falcão
Group 8
56683 Rodrigo Godinho de Almeida
Case 8
56528 Simone Aniceto Baptista
09/03
56573 Zhengyang Lyu

STUDENT ID STUDENT NAME

56727 Inês Santos Silva Pinto de Abreu Group 9
56486 João David Silva Carvalho Case 9
56728 Pedro Manuel Gomes Ferreira Cabrita de Resende 16/03
 ME, MYSELF AND THE
OTHERS
Class#1: Self-concept | Self-esteem |Functions of the self | Self-awareness and regulation |
Personal characteristics and dispositions | Core self-evaluations
ME, MYSELF AND THE OTHERS
SELF-CONCEPT

“There’s no player more complete than me. I play well

with both feet, I’m quick, powerful, good with the head, I
score goals, I make assists. There are guys who prefer
Neymar or Messi. But I tell you: there’s no one more
complete than me” (2017)

“[I’m] Normal. My attitude to life is normal. I try to do the

right things, to do them well. I’m a footballer and I try to
make people happy” (2020)

“I am probably quite family minded, I suppose. That

doesn't mean I don't have friends. Of course, I do but I
have four or five real friends. That's normal for me and
I like it that way.” (2015)
 ME, MYSELF AND THE OTHERS
SELF-CONCEPT

Son

Extraversion Daugther

Self-concept is “the cognitive

representation of our self-knowledge School Clothing

consisting of a sum of all beliefs we have

about ourselves. It gives coherence and SELF
meaning to one’s experience, including Religion Sister

one’s relations to other people.”

Vegan Blonde

Movies Shy

(Hewstone, Stroebe and Jonas, 2012)

 ME, MYSELF AND THE OTHERS
SELF-CONCEPT

The self known through multiple

The self is highly socially The self is shaped through an active
sources: personal, relational and
contextualized social construal process
social.
You develop a sense of who you are We create our social realities by choosing Introspection (look inward to gain access to
through your interactions with others – whom we interact with, the behaviors and your inner thoughts and feelings)
from your experiences in these demeanor we portray, the clothes and Self-perception (drawing inferences from
interactions, from how others react and make-up we wear, what we post on social observing your behaviors)
respond to you, the values and attitudes media and by selecting the groups we Relational: observing how other people,
you acquire in these interactions, and the belong to. especially our significant others, react towards
meanings you bestow on these us
experiences. Social: social comparisons and through our
belonging to social groups

(Hewstone, Stroebe and Jonas, 2012)

ME, MYSELF AND THE OTHERS
SELF-CONCEPT

1. Our self-concept is at the center of how we process everything

2. In any situation, only a smaller subset is directly relevant and thus activated to guide
our behavior (working-self). Once the working-self is activated, it is what determines
your behavior, rather than the full self-concept
3. Our self-concepts also include our desired selves: our goals, our hopes and fears, our
ideals and standards.
Ideal self - represents your wishes and hopes for how you would like to be.
Ought self - refer to those aspects you feel it is your duty or obligation to meet.

(Hewstone, Stroebe and Jonas, 2012)

ME, MYSELF AND THE OTHERS
DESIRED SELVES: MOTIVATIONAL FUNCTION

1. Ideal selves - motivate us to work actively to attain our aspirations , and when
we fall short of achieving them, we experience sadness, disappointment and
depression.

When we, for example, fail an examination that we had very much hoped to pass,
we might feel disappointed and depressed.

2. Ought selves - motivate us to avoid negative outcomes (e.g., punishment), and

we feel anxiety, guilt and worry to the extent that we fail to meet our duties and
obligations.

When we, for example, did not help a friend or stranger in a situation in which we
think we ought to have helped morally, we might feel guilty about that.

(Hewstone, Stroebe and Jonas, 2012)

ME, MYSELF AND
THE OTHERS
SELF-ESTEEM
1. Self-esteem regards the overall evaluation that we
have of ourselves along a positive–negative
dimension (How good a person do you think you are?
How proud or embarrassed are you about some of
your characteristics?)
2. Implications for behavior : People high in self-
esteem are more confident that they will be able to
succeed at their goals and are more optimistic that
things will generally go their way. In contrast, people
with low self-esteem see themselves in less positive
ways and are more doubtful about their abilities and
qualities.
3. Trait and State

(Hewstone, Stroebe and Jonas, 2012)

IS HIGH SELF-ESTEEM
ALWAYS GOOD?
ME, MYSELF AND THE OTHERS
REGULATORY FUNCTIONS OF THE SELF: SELF-AWARENESS AND
REGULATION

Self-awareness: a psychological state in

which one’s attention is directed at the
self.
Focusing attention on the self motivates
people to assess how well they are living
up to norms for appropriate behavior and
to act more in accordance with these
norms.

(Hewstone, Stroebe and Jonas, 2012)

For instance, as you become self-focused, you may think of how much reading you still have to do to prepare for
your HBDM class. If you realize you are falling short of the norm, this will evoke negative feelings (e.g., feeling
guilty). These negative feelings, in turn, will motivate you to change your behavior (e.g., go to the library to
complete the readings) or avoid thinking about it and go do something else.
 ME, MYSELF AND THE OTHERS
SELF-REGULATION

1. Self-regulation is the process of

controlling and directing one’s behavior
in order to achieve desired thoughts,
feelings, and goals.
2. How does it work?: we self-regulate by
monitoring how we live up to standards,
and, when we fall short, by taking action
to bring us closer to these standards.
(The cybernetic theory of self-regulation
by Carver and Scheier, 1991, 1998)

(Hewstone, Stroebe and Jonas, 2012)

CAN THE SELF
CHANGE?
 ME, MYSELF AND THE OTHERS
PERSONAL CHARACTERISTICS AND DISPOSITIONS

Despite the biological and genetic

similarities among humans, several
differences explain the variability of
behaviors -> individual dispositions
Individual dispositions or tendencies to react
to situations in a certain way
Personality is a set of individual dispositions
that consists of regularities in feeling,
thought and action that are characteristic of
an individual.

(Kalat, 2017; Cunha et al., 2016)

ME, MYSELF AND THE OTHERS
CORE SELF-EVALUATIONS

Core self-evaluation (CSE) represent a stable personality trait which

encompasses the fundamental evaluations individuals make about their
self-worth and capabilities.
CSE includes four personality dimensions
EMOTIONAL
SELF-ESTEEM SELF-EFFICACY LOCUS OF CONTROL
STABILITY/NEUROTICISM
Enduring tendency to experience
Indicates a tendency for (um)pleasant emotions (e.g.,
Individual’s global estimate of individuals to attribute life's anger, anxiety, depression)
The overall evaluation that his or her own ability to events to their own doing easily. Those high in neuroticism
we have of our own worth perform well and handle a (internal locus) or to outside react more negatively to stress,
variety of situations forces beyond their control are prone to anxiety, and
(external locus susceptible to feelings of
helplessness
ME, MYSELF AND THE OTHERS
CORE SELF-EVALUATIONS

Individuals with high CSE value are considered to be skilled in

carrying out activities at work and are prone to risk in decision-
making situations because they use positive resources from their
environment.
These persons are confident in their own abilities and feel control
over the events. In the decision-making process, such person
positively performs tasks without great stress and accepts to be the
leader

(Kalat, 2017; Cunha et al., 2016)