Teenagers who vandalize a bus stop with their friends could instead be encouraged by their peers to be prosocial.
Being influenced negatively can easily be changed to being influenced positively depending upon who you're around
Teenagers who vandalize a bus stop with their friends could instead be encouraged by their peers to be prosocial.
Being influenced negatively can easily be changed to being influenced positively depending upon who you're around
For example, an interesting suggestion for future research would be to examine the effects of peer influence and peer presence of a spectator group that includes actual friends.
I think this would yield results that are more showing of the influence of peers because it's the participants actual friends, they know these people, they have connections to these people.
In future studies, it will be important to study peer effects on other aspects of prosocial behavior as well, for example sharing and altruistic helping. In addition, it will be valuable to relate these effects to real ‐ life behavior, such as donating behavior.
I think this is important, not only the variety of experiments, but also seeing how the participants act in real life before and after the experiment. Did they show more involvement in prosocial actions? Less? Whish group were they in? I think it would be interesting to see the lasting effects on the participants from the experiments.
That is, participants may expect other group members to adapt their behavior in line with the social norms of the peer group. Consequently, it is possible that participants adjusted their own behavior because they thought that other group members would adapt to the peer norms. Our design does not allow us to disentangle the direct effects of peer feedback and possibly indirect effects of peer feedback on the other group members, because feedback was consistent across trials. In future research, it will be interesting to apply the paradigm to real social interactions to examine the complex interplay between prosocial choices and expectations about prosocial choices.
Even if this is the case (The participants changing their decisions based on what they think the rest of the group is going to answer) that is still an example of peer influence, the decisions of others' are possibly influencing the participant's decisions.
These overestimated risk ‐ taking behaviors are then expected to elicit approval and positive social reward from the peer group.
People do these things because they believe they will get a positive response from their peers or from the group in addition to the fact that they believe their peers would also be willing to take the risk themselves. I feel like those things go hand in hand, if you believe someone around you would take the risk, then you might believe you would get negative feedback if you don't take the risk and vise versa if you do take the risk.
In general, adolescents tend to overestimate the degree to which their peers engage in risk ‐ taking behavior
I have experienced this. I have been in situations where I think people around me would do something, so I feel like I have to do it as well.
the injunctive norm for risk ‐ taking behavior in the presence of peers originates from the individual's perception of risk ‐ taking behaviors of those peers
The subject is looking at what someone is doing, or would do, and taking that into consideration when they are making their decision.
however, in the present study, we did not find an effect of peer presence on prosocial behavior. This disparity suggests that the effects of peer presence may depend on the domain of behavior
In this study they have determined that the presence of peers effect the subject at hand in certain domains of or situational behaviors. Which means in one situation someone could be effected by the presence of peers, and in another situation, the same exact person might not be effected by the presence of peers because of the specific situation.
Thus, it seems that the mere presence of unknown peers already elicits strong neurophysiological responses.
This shows that people are worried about what others' think about them, whether it's a decision or not, they are concerned about what the people around them think about them.
Although social influence theories suggest that the relationship between the adolescent and source of the influence (e.g., friendship quality) may relate to consequent behavior change, the question remains whether friends exert more influence on behavior than unfamiliar peers from the larger peer group
This is something that I think about often. Is someone influenced by their friends or family more? I feel like it definitely depends upon your age, obviously when you're young, you look up to your parents, but it's easier to relate to and agree with someone your own age. However, when you get older, you learn that your parents are wise and know a lot of things that would be a benefit to you. I think it's a really interesting thing and/or topic to think about.
Note, however, that this design only allows us to draw conclusions about short ‐ term effects. The observed change in the trajectory of prosocial behavior in both conditions may indicate that participants eventually return to the initial level of prosocial behavior.
Although the trend of the trajectory was going back to the baseline, we have to think about this in a real life situation. If someone were to be enticed to drink alcohol, an addictive substance, would they be likely to not drink just because they are not around their friends? Obviously we cannot know for sure, but we definitely need to make sure we use this information in situations that we know peer pressure is relevant in real life.
It may be noted that there was an initial difference in the level of prosocial behavior between the prosocial and antisocial feedback conditions on the baseline trials. We believe that this difference can be attributed to chance, because the participants were randomly assigned to conditions, and there were no significant differences between groups on measures of age, sex ratio, and estimated IQ. Interestingly, both prosocial and antisocial peer feedback seem to override these initial differences in the level of prosocial behavior.
So, there was a difference in the way the participants thought initially (obviously because they are all their own person with their own thought), but the testing of the prosocial and antisocial both overrode these differences and yielded results that show influence from their respective feedback.
social reward is likely an important guide for social behavior
Receiving positive feedback from the group and/or your peers.
I thought it was useful to be able to see what peers thought about my decisions. That way you know whether you don't make really crazy decisions. Even though the decisions are for yourself, it is nice to see what others think of them [decisions].
Here, you can see that the participant is acknowledging that they care about what others' think about their decision.
the patterns of prosocial behavior imply that adolescents first learned the social norms from the spectator group of peers and consequently incorporated those norms in their decision ‐ making
The adolescents were seen making their decisions based off of the groups' social norms.
These findings provide support for the theoretical viewpoint of adolescence being a period that creates not only vulnerabilities, but also opportunities for healthy prosocial development and social adjustment learning
Although we are malleable and vulnerable in our adolescent years, that also means we are able to be positively influenced even more in these years of our lives.
Thus, even though the peer effects diminished from block 3 to 4 in both the antisocial and prosocial conditions, adolescents in the antisocial feedback condition showed significantly lower donations in block 4 relative to block 1, p = .004. Similarly, adolescents who received prosocial feedback showed significantly higher donations in block 4 than in block 1, p < .001.
I think with this test, it shows that the effects of peer pressure is not just immediate, but rather it has lasting changes that occur within the person who is being pressured. For example, if someone who has never gone to church, is influenced by their friends to go to church with them and is praised for it, then they will, either consciously or subconsciously want to go to church again because they had a positive response from their friends. The same is true when being negatively influenced, if someone is enticed to drink for the first time by their friends and their friends produce a positive response to them drinking, then they are more likely to drink again because of that respose.
The donations to the group in the no feedback condition did not change during the online trial blocks by the presence of peers (without feedback), all p's = ns. Levene's test indicated equal variances, F( 1, 98) = 0.10, p = ns) in the online trial blocks (block 2 and 3) compared to block 1.
The control group in this instance is crucial because they show that without any influence from others, their actions don't really change. If we apply this to the real world, if you have a young child that is never exposed to any outside influence other than you, your child is going to act like you because that's all they know, in the same instance, the test subjects with no influence only know what they think rather than the thoughts of others so they are going to act how they think to be right.
Adolescents in the prosocial feedback condition donated significantly more to the group after feedback from their peers; more tokens were donated to the group in block 2, in which participants received prosocial feedback from peers, than in block 1, p < .001. We found a further increase in donations in block 3 compared to block 2, p < .001. In block 4, the donations to the group were lower than in block 3, p < .001. However, adolescents who received prosocial feedback showed significantly higher donations in block 4 than block 1, p < .001.
Again, this is a prime showcase of peer influence, just in a more positive way.
In the antisocial feedback condition, we found that adolescents donated significantly fewer tokens to the group over trials after feedback from their peers; donations were lower in block 2 after antisocial feedback from peers than in block 1, p < .001. A further decrease was found in block 3 compared to block 2, p = .008. During the offline trials in block 4, the donations to the group were significantly higher than in block 3
This shows clearly that the influence of the peers directly related to the subjects answers, since they knew people were watching, they performed how they think they wanted them to. However, Once the peers went offline and were no longer giving feedback, the subject's answers went back close to what they were answering in the first block because they knew no one was watching and/or giving feedback.
Donations to the group in the no feedback condition, M (SD) = 3.87 (0.18), were in between the prosocial and antisocial feedback condition
This is showing that both the prosocial and the antisocial groups were influenced by their respective pieces of feedback.
Donations to the group in the antisocial feedback condition, M (SD) = 3.64 (0.26), were lower than in the prosocial feedback condition
This could just be because of the students themselves that were in each group, but this point to a direct relation to the pressure the feedback provided.
Pictures of the 10 peers in the spectator group
This could potentially add to the pressure, putting a face to a piece of feedback. Knowing that they are "actual" people giving feedback.
The feedback participants received was dependent on the condition and contingent on the decision that was made. An example of the feedback is presented in Figure [NaN] b. More specifically, participants were told that the peers from the spectator group would judge their decision with a like if they liked the decision and would leave the box empty if the decision was not liked. If a participant in the prosocial feedback condition donated zero, one, two, or three tokens to the group, they received one or two thumbs up from the spectator group (randomly varied). When participants donated four, five, or six tokens to the group, they received four, five, or six thumbs up, and finally, they received nine or ten thumbs up if they donated seven, eight, nine, or ten tokens to the group. The exact reverse feedback pattern was used in the antisocial feedback condition, such that high donations to the group received only one or two thumbs up, and low donations to the group resulted in nine or ten thumbs up.
It's important to note that they have two different groups that are part-taking in this, some that are being praised for giving to the group and some that are receiving poorer feedback for higher donations to the group.
We utilized a between ‐ subjects design in which we compared two types of feedback: Antisocial feedback and prosocial feedback, with no feedback as a control condition. In the antisocial feedback condition, keeping tokens to the self (i.e., maximizing one's own outcome) received many thumbs up, whereas in the prosocial feedback condition, donations to the group received many thumbs up. The no feedback control condition was similar to the feedback conditions in the sense that participants were informed that a spectator group would evaluate their decisions, so participants anticipated the possibility of feedback. The only difference in the no feedback control condition was that after making their decisions, participants were not shown any feedback
I feel like if I was a part of this experiment that this would effect my decisions. If I knew that someone was watching and judging my decisions I would subconsciously change my original answers to answers that I think the people watching would approve of. It may just be something that is wired into our minds, that we have to accommodate our answers/actions based upon who is watching.
same ‐ age peers
I feel like it's important that they are the same age as the test subjects, in my experience you are subject to influence a lot more with people your age compared to people considerably older or younger than you.
They were informed that after each round, donated tokens were multiplied by two and then divided equally among the four group members, independent of the individual contributions.
In this paragraph, they create a real world incentive for the test subjects, so that they choose the situation they would actually choose in real life.
previous studies suggested that peers have a positive influence on prosocial behavior
Many people don't usually think about the positive impacts of peer pressure, but here it says that peers tend to have a positive influence on prosocial behavior.
the spectator group went offline and participants played several rounds without peer feedback; these anonymous rounds were similar to the first rounds of the PGG.
Even when the spectator group was offline, the subjects made similar decisions to that of the first rounds of the game, which could be a result of peer pressure/influence.
Studies that employed self ‐ report or hypothetical situations suggested that friends or acquaintances can influence prosocial behavior either directly (e.g., the urge to perform a prosocial act) or indirectly
In another source I read through, they did an experiment with direct and indirect examples of peer pressure and the students only seemed to respond to the direct source of peer pressure. I think that direct forms of peer pressure are the main source of peer pressure rather that the indirect forms.
they may also be instrumental in prompting adolescents to adopt other types of behavior, such as prosocial behavior
I never really thought of it this way, the fact that adolescents may be picking up these bad behaviors because they're told to do the opposite. I believe that our hearts are not as pure as we think they are, when Adam and Eve ate of the forbidden fruit and brought sin into this world, we have all now been born with sin, therefore I believe that there is something within us that desires to go against good... there is evil within us that wants to succeed, and maybe that's where this rebellion comes from that we see being mentioned here.
peers are a powerful source of influence in adolescence
In our adolescent years, I feel like our brains/minds and opinions are so malleable that it's incredibly easy for people to be influenced by people during this stage of their lives.
In turn, these social norms guide approved and accepted behaviors, informing adolescents of what they ought to do in the peer context
A huge part of peer pressure is what those around you think of you. We, as humans, tend to be so focused on what others think of us, we strive for the approval of others and, in turn, that makes us do things that we would not usually do to "be a part" of the group.
Through peer influence, peers can encourage both harmful and healthy behaviors
I have experienced both the positive and negative effects of peer pressure. When I was exposed to the negative peer pressure, I felt like I was at one of the lowest points in my life, but when I experienced the positive peer pressure, I felt like I was at one of the highest moments in my life.
Why would a teenager who is usually well behaved agree to vandalize a bus stop with his friends? Although one could think of several reasons, there is most likely some form of peer influence behind such behavior.
At first I kind of skipped over this, like it was something that was just normal to read, but going back over it, it really made me think about it. A good kid, someone who has never been know to do something like this, changes just like that because they are exposed to that type of behavior. If you really think about it, we are and act like who we are exposed to, which gets into philosophy. If you are never exposed to bad behavior, you won't act bad, your mind has not been exposed to it, there's no way for your mind to know what that certain "bad behavior" is so how can you act that way? I don't know, I just thought it was very interesting.
These findings support the idea that peer influence creates not only vulnerabilities, but also opportunities for healthy prosocial development and social adjustment learning.
This shows that peer influence does, like we typically see, creates vulnerability especially in adolescents. It also shows that peer influence can be positive as well as negative which is something we typically overlook.