Psychology · Year 12 · Social Influence · 1.º Período

Independent Behaviour

Exploration of how individuals resist social influence, focusing on social support and locus of control. Students will analyse real-world examples of defiance against unjust authority.

TL;DR:This topic shifts the focus from why people follow to why they resist. Students investigate the psychological mechanisms that allow individuals to remain independent in the face of majority pressure or unjust authority. The curriculum focuses on two primary explanations: social support and the personality trait known as Locus of Control. This is a crucial area of study as it balances the often-bleak findings of conformity research with evidence of human resilience and agency.

• National Curriculum Attainment Targets
• AQA 4.1.1.3 Explanations of resistance to social influence
• AQA 4.1.1.4 Locus of control

About This Topic

This topic shifts the focus from why people follow to why they resist. Students investigate the psychological mechanisms that allow individuals to remain independent in the face of majority pressure or unjust authority. The curriculum focuses on two primary explanations: social support and the personality trait known as Locus of Control. This is a crucial area of study as it balances the often-bleak findings of conformity research with evidence of human resilience and agency.

By exploring these concepts, students gain a more nuanced view of social influence. They learn how a single dissenter can break the power of a majority and how an internal sense of responsibility can buffer against obedience. This topic links directly to the AQA requirement for understanding the 'disobedient' participants in classic studies, providing a more complete picture of human social dynamics.

Students grasp this concept faster through structured discussion and peer explanation where they can apply these theories to historical figures who resisted authority.

Key Questions

1. What role does social support play in resisting conformity?
2. How does an individual's locus of control affect their likelihood to obey?
3. Can independent behaviour be taught or encouraged?

Watch Out for These Misconceptions

Common Misconception

Locus of Control is a fixed personality type.

What to Teach Instead

Clarify that Locus of Control exists on a continuum and can change depending on the situation or life experience. Peer discussion helps students see that they might have an internal locus for academics but an external one for sports.

Common Misconception

Social support only helps if the supporter is right.

What to Teach Instead

Explain that Asch found any dissenter, even one who gives a different wrong answer, reduces conformity. Hands-on modeling of the Asch variations helps students visualise how the break in unanimity is the key factor.

Active Learning Ideas

Inquiry Circle

Historical Resistance

Groups research a historical figure, such as Rosa Parks or a conscientious objector, and identify whether their resistance was likely due to social support or an internal locus of control. They present their findings to the class.

50 min·Small Groups

Think-Pair-Share

Locus of Control Scenarios

Provide students with various everyday challenges, like failing a test or winning a game. They must explain how someone with an internal versus an external locus of control would react in each situation.

20 min·Pairs

Role Play

The Power of the Ally

Students act out a conformity scenario where one person is pressured to agree with a wrong answer. They then repeat the scene with a 'supporter' who agrees with the participant to see how the pressure dissipates.

30 min·Small Groups

Frequently Asked Questions

What is the difference between internal and external Locus of Control?

An internal locus of control is the belief that you are responsible for what happens to you, leading to greater independence. An external locus of control is the belief that outside forces, like luck or powerful others, determine your fate, making you more likely to conform or obey.

How does social support reduce conformity?

Social support provides a 'model' of resistance. When someone else breaks the unanimity of the group, it frees the individual to follow their own conscience. It reduces the normative pressure to fit in because the individual is no longer the sole dissenter.

Who developed the Locus of Control concept?

Julian Rotter proposed the concept in 1966. He suggested it is a significant aspect of personality that explains why some people are more resistant to social influence than others, with 'internals' being more likely to show independent behaviour.

What are the best hands-on strategies for teaching independent behaviour?

Case study analysis and role plays are highly effective. By dissecting real-world examples of defiance, students can identify the presence of social support or internal traits. Role plays allow them to feel the shift in confidence when an ally is introduced, making the theoretical 'break in unanimity' a tangible experience rather than just a textbook definition.