Modeling effectiveness as a function of learner-model similarity and the learner's attitude toward women

Abstract

Using Bandura's theory of observational learning or modeling, this study investigated the influence of model sex and model age on learning outcome. In addition, the influence of the observer's attitudes toward women on learning was examined. The major research questions were: (1) Was there a significant difference in the amount of measured observer learning when observing male and female models? (2) Was there a significant difference in the amount of measured observer learning when observing young and mature models? (3) Was there a relationship between the amount of measured observer learning and the observer's score on the Attitude Toward Women Scale? Subjects for the study were 91 female and 27 male students enrolled in undergraduate Educational Psychology courses at Texas A&M University. Treatment consisted of the presentation of four videotaped lectures on listening skills by female and male models who were either young or mature. Models were matched for attractiveness, presented the same text, and were ascribed equal status. Students were randomly assigned by sex to one of the four treatments. After viewing the lecture, subjects completed a background information form, an evaluation form, the Attitudes Toward Women Scale, and a 21-item active listening skills test. Results of the study indicated that there was not a significant difference in learning between subjects who observed female models and male models. Although not statistically significant, subjects did learn more when observing female models. There was no significant difference between learning outcome of subjects who observed young models and those who observed mature models. No significant relationship was found between subjects' attitudes toward women and measured observer learning.