“Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students' outcomes in education

Abstract

Role modeling has received much attention in education research, uncovering the mechanisms by which imitation occurs (e.g., the aspects of role models that make them more or less effective) and identifying the outcomes associated upon imitating the model. Nonetheless, certain socialcognitive processes involved in role modeling tend to be overlooked. This oversight is puzzling given that these processes, such as retention and reproduction of modeled behavior, are of great importance to role modeling processes-the consideration and inclusion of such processes can provide crucial insight. This paper provides an overview of the role model research in education to date, detailing researchers' focus and emphasis on identifying aspects of role model effectiveness. We then analyze how including the component processes of social learning or observational theory can add value and application to advance role modeling research. Finally, we provide recommendations to close the gap between current research trends and what has been previously theorized on modeling to help inform ongoing future investigations.

The role of interpersonal trust and romantic experiences in mate copying

“…This strategy reveals the importance of social learning in mate choice (Little et al, 2011). As shown with other forms of social learning (Ahn et al, 2020), mate copying is influenced by factors related to the rater and the model. From the rater's perspective, age (Anderson & Surbey, 2014) and romantic experience (Waynforth, 2007) may have an influence as experienced individuals are usually more confident in their decisions (Chung & Monroe, 2000).…”

Reluctance against the machine: Retrieval of observational stimulus–response episodes in online settings emerges when interacting with a human, but not with a computer partner

“…In this respect, social learning theory might provide a more parsimonious and integrative approach to explain imitative behaviors, as it can easily integrate existing theoretical approaches to explain social modulations of imitative response tendencies. According to Bandura (1986); see also Ahn et al, 2020), people do not copy any observed action per se. Instead, four constituent processes are crucial to obtain imitative behaviors and observational learning: (I) Models have to attract observers' interest and appear worthy of imitation.…”

Criteria for Teaching Performance in Psychology: Invariance According to Age, Sex, and Academic Stage of Peruvian Students

“…The performance area called Criteria Explanation corresponds to the planning of lessons and definition of objectives to be attained, whereas the Illustration performance area relates to the organization and development of the learning process. This last area of didactic performance of the professor implies that the professor demonstrates what students must do through actions and modeling (Ahn et al, 2020).…”