Subject-model sexual status and verbal imitative performance in kindergarten children.

Rickard, Henry C.; Ellis, Norman R.; Barnhart, Sharon S.; Holt, Michael M.

doi:10.1037/h0030047

Cited by 6 publications

(4 citation statements)

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“…While these results appear to support the position of Rokeach et al (1960), race and gender also influenced certain aspects of children's attitudes.…”

Section: Discussioncontrasting

confidence: 46%

“…This latter view was originally postulated by Rokeach, Smith, and Evans (1960), and belief similarities have been shown to have a pervasive and positive influence on both adult and adolescent attitudes and attraction irrespective of race (Hendrick, Bixenstine, & Hawkins 1971;Hendrick, Stikes, & Murray 1972;Rokeach et al 1960;Stein 1966). In certain areas, however, particularly those involving more intimate social contacts (e.g., marriage), race appears to have a stronger influence than belief similarity (Hendrick et al 1972;Stein, Hardyck, & Smith 1965;Triandis & Davis 1965).…”

mentioning

confidence: 87%

“…Though experimentally induced model-observer similarity has been shown to enhance children's imitation and recall of models' behavior (Burnstein, Stotland, & Zander 1961;Rosekrans 1967), studies varying race and/or sex similarities between models and observers have yielded inconsistent findings, suggesting that children respond selectively to model similarities (Breyer & May 1970;Cook & Smothergill 1973;Hetherington & Frankie 1967;Lott 1973;Maccoby & Wilson 1957;Rickard, Ellis, Barnhart, & Holt 1970;Zimmerman & Koussa 1975). Most prior studies have investigated model and observer similarity along a single dimension, although individuals clearly vary on many characteristics.…”

mentioning

confidence: 93%

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Influence of Belief, Race, and Sex Similarities between Child Observers and Models on Attitudes and Observational Learning

Gottfried¹,

Katz²

1977

Child Development

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“…While these results appear to support the position of Rokeach et al (1960), race and gender also influenced certain aspects of children's attitudes.…”

Section: Discussioncontrasting

confidence: 46%

mentioning

confidence: 87%

mentioning

confidence: 93%

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Influence of Belief, Race, and Sex Similarities between Child Observers and Models on Attitudes and Observational Learning

Gottfried¹,

Katz²

1977

Child Development

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“…In many psychological theories, children are postulated to be more likely to attend to and to learn from same-sex models (Perry & Bussey, 1979); the literature, however, is not clear on this point. Researchers have found benefits due to same-sex models (Bussey & Bandura, 1984), benefits due to cross-sex models (Perry & Bussey, 1979), and no differences due to model sex (Rickard, Ellis, Barnhart, & Holt, 1970).…”

mentioning

confidence: 99%

Peer-model attributes and children's achievement behaviors.

Schunk¹,

Hanson²,

Cox³

1987

Journal of Educational Psychology

272

165

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Abstract:In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same-or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models. Article:Perceived self-efficacy, or personal beliefs about one's capabilities to organize and implement actions necessary for attaining designated levels of performance, is hypothesized to be an important mechanism mediating behavior change (Bandura, 1982(Bandura, , 1986. Self-efficacy can affect one's choice of activities, effort expenditure, persistence, and achievement. Individuals acquire information about their self-efficacy through their actual performances, vicarious (observational) experiences, forms of persuasion (e.g., -You can do this‖), and physiological indexes (sweating and heart rate).Modeled performances constitute an important source of information about one's self-efficacy (Bandura, 1986). Individuals who observe similar others performing a task are apt to believe that they also can perform the task because modeling implicitly conveys to observers that they possess the necessary capabilities for succeeding (Berger, 1977). This sense of efficacy is substantiated later when observers succeed at the task (Schunk, 1985). Observers' self-efficacy judgments depend in part on perceptions of similarity in competence to the model and on the outcome (e.g., success or failure) of the model's actions (Brown & Inouye, 1978 ;Zimmerman & Ringle, 1981).The preceding considerations suggest that although adults can serve as powerful models for transmitting behaviors to children, behaviors that are constrained by ability may be more susceptible to peer influence (Davidson & Smith, 1982). Schoolchildren learn skills by observing their adult teachers, but observation of peer models may better enhance children's self-efficacy. In particular, an adult teacher's flawlessly modeling cognitive skills may not promote high self-efficacy in children who have encountered previous difficulties with the subject matter and who are likely to view the teacher as superior in competence. Models of the same age and sex as children and whom children view as similar in competence may teach children skills and promote their self-efficacy f...

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Sex factors in children's observational learning of value judgments of toys

Zimmerman

Koussa

1975

Sex Roles

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Subject-model sexual status and verbal imitative performance in kindergarten children.

Cited by 6 publications

References 1 publication

Influence of Belief, Race, and Sex Similarities between Child Observers and Models on Attitudes and Observational Learning

Influence of Belief, Race, and Sex Similarities between Child Observers and Models on Attitudes and Observational Learning

Peer-model attributes and children's achievement behaviors.

Sex factors in children's observational learning of value judgments of toys

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