Content area
Abstract
This research investigated the effect of modeled rule violation behavior on observer response within a small group setting. Students decided whether or not they would engage in a modeled behavior that was in conflict with instructions that were given prior to the beginning of a task. Bandura (1965) described the acquisition of new responses from observing others as vicarious learning, a central concept within social learning theory. Model and observer characteristics as well as moral reasoning levels were identified as being important variables in influencing observer response to modeled behavior.
One hundred and thirty-one students attending an urban, midwestern university participated in this study. Students were randomly placed in one of six experimental conditions (low, medium, high DIT/model/control). They were asked to view a series of eighty slides of human faces and write the first descriptive word that came to mind. Candy was available after completion of the task. Students in the model condition were exposed to a model who took candy prior to the completion of the task. The model observed the response of the students and noted any rule violations. Students in the control condition were requested to complete the task without a model present. Students were asked to complete an eighteen item questionnaire which provided an opportunity for them to express their feelings about the experimental and control group experiences.
Eight one-way, eight two-factor ANOVAS and ten chi-square tests were performed, utilizing self reported rule violation, confrontive behavior, comfort level, performance satisfaction, judgment of model behavior, and model attribution responses as dependent variables. The chi-square revealed significant relationships between model sex, subject sex, DIT level and self reported rule violation responses. There was a significant relationship between experimental grouping (model/control) and self reported rule violation. ANOVA revealed no main effects for moral reasoning level, experimental condition, model or subject sex on any of the dependent measures, nor any significant interactions on any of the dependent measures.
This study suggests the need to examine more fully the types of modeled behaviors in which students are willing to engage and whether moral reasoning level and model and observer characteristics will play a role in determining observer resistance or yielding to the modeled behavior. The implications of this study may assist educators in understanding some of the factors that influence behavior of contemporary college students.
