Psychology · Year 11 · Social Influence · 3.º Período

Conformity and Dispositional Factors

Students analyse why people conform to group pressures, examining Asch's research and the role of dispositional factors. They will differentiate between normative and informational social influence.

TL;DR:Conformity is a powerful social force where individuals change their behaviour to fit in with a group. Students examine Solomon Asch’s classic line study and the distinction between normative social influence (the desire to be liked) and informational social influence (the desire to be right). They also look at dispositional factors, such as self-esteem and locus of control, which explain why some people are more likely to resist group pressure than others.

• National Curriculum Attainment Targets
• AQA GCSE Psychology 3.2.1.1 Conformity
• AQA GCSE Psychology 3.2.1.2 Dispositional factors in social influence

About This Topic

Conformity is a powerful social force where individuals change their behaviour to fit in with a group. Students examine Solomon Asch’s classic line study and the distinction between normative social influence (the desire to be liked) and informational social influence (the desire to be right). They also look at dispositional factors, such as self-esteem and locus of control, which explain why some people are more likely to resist group pressure than others.

This topic is central to understanding human social behaviour and has significant real-world implications, from peer pressure to jury deliberations. For Year 11s, the concept of conformity is often something they experience daily. Using active learning strategies like simulations allows students to feel the 'pinch' of social pressure in a safe environment, making the theoretical explanations of Asch much more relatable and easier to analyse.

Key Questions

1. Why do individuals conform to a majority?
2. How does self-esteem affect conformity?
3. What did Asch's line study reveal about human behaviour?

Watch Out for These Misconceptions

Common Misconception

Only 'weak' people conform.

What to Teach Instead

Conformity is a natural human tendency that affects almost everyone depending on the situation. By participating in a simulation, students can see that even 'strong' individuals feel the pressure to agree with a unanimous majority.

Common Misconception

Conformity is always a bad thing.

What to Teach Instead

Conformity allows society to function smoothly (e.g., driving on the correct side of the road). Class discussions can help students distinguish between harmful peer pressure and helpful social norms.

Active Learning Ideas

Simulation Game

The 'Wrong' Answer Task

A small group of 'confederates' is briefed to give the wrong answer to simple questions (e.g., which line is longest). One 'naive' student is brought in to see if they conform. The class then debriefs the feelings of the participant and the observers.

30 min·Whole Class

Think-Pair-Share

Normative vs Informational

Students are given several scenarios (e.g., wearing a specific brand of trainers, or looking at others to see which fork to use at a fancy dinner). They must decide if the conformity is normative or informational and explain their reasoning to a partner.

15 min·Pairs

Inquiry Circle

Dispositional Factors

Groups are given profiles of different individuals with varying levels of self-esteem and 'locus of control'. They must predict how likely each person is to conform in a social situation and present their 'risk assessment' to the class.

40 min·Small Groups

Frequently Asked Questions

What did Asch’s study reveal about conformity?

Asch found that about 75% of participants conformed at least once when a group gave an obviously wrong answer. This showed that people will often ignore the evidence of their own eyes to avoid social disapproval.

What is the difference between normative and informational influence?

Normative influence is conforming to be accepted and avoid rejection (leads to public but not private change). Informational influence is conforming because we believe the group has better information (leads to both public and private change).

How does self-esteem affect conformity?

People with lower self-esteem are generally more likely to conform because they have less confidence in their own judgements and a higher desire for social approval from the group.

How can active learning help students understand conformity?

Active learning, like the Asch-style simulation, allows students to experience the actual psychological discomfort of disagreeing with a group. This makes the distinction between normative and informational influence much clearer, as they can reflect on whether they conformed to 'fit in' or because they 'doubted themselves'. Experience-based learning sticks much better than just reading about percentages.