Peer models and classroom violence: An experimental study

Increasing levels of violence in the classroom even amongst primary school children lead to concern as to the processes involved in imitation of anti-social models. This study investigates the cumulative effect of repeated exposure to such models. In a laboratory setting it was found that five-year-old boys who watched two aggressive models added proportionately to their repertoire and time spent being aggressive. Watching an aggressive model, after having first seen a constructive one, reduced the impact of the constructive model. These results highlight the need to minimize models of misbehaviour in the classroom and for teachers to 'manage' the class in order to produce maximum exposure to 'good' behaviour models.