The Effects of Symbolic and Live Modeling on Prosocial Behavior

Abstract

Human prosocial behaviors and actions, which benefit others and society, are fundamental contributors to the maintenance and development of community and country. Therefore, it is vital for educators and researchers to understand the underpinnings of this kind of behavior. Traditionally, researchers have understood prosocial behavior as a stable trait that is consistent across situations. However, according to social cognitive theory and previous studies, others behavior is one of the most important contributors to the development and enhancement of ones prosocial behavior. Indeed, normal people can act prosocially in certain social situations. This study examined the effects of symbolic modeling and live modeling on prosocial behavior. The effects of symbolic modeling were assessed by having participants read scripts about the prosocial behavior of others, and the effects of live modeling was evaluated by having participants view the prosocial behaviors of three confederates. A total of 125 college students participated in this laboratory experiment, which found that participants prosocial behavior increased when confederates performed prosocial behaviors in the immediate social environment. Reading prosocial scripts had no effect on fostering prosocial behavior. In addition, live modeling showed greater effect on fostering prosocial behavior than symbolic modeling and there were no interaction effects between symbolic and live modeling. This study advances the existing body of literature by illuminating the effects of social influence on prosocial behavior. Although the long-term prosocial behaviors of individuals are clearly important, this study explored the less understood area of the malleability of such behaviors and found that prosocial behaviors can be encouraged by live modeling in immediate social context. Results from the present study of symbolic modeling suggest that indirect exposure to prosocial stimuli through written scripts may not sufficient to increase students prosocial behavior. Instead, prosocial behavior may be enhanced by directly exposing students to someone who behaves in a prosocial manner. Therefore, educators and researchers should consider the effect of direct social interactions when developing educational programs or establishing policies to increase students prosocial behavior.