Peer Models and Children’s Behavioral Change

TLDR

Peer modeling depends partly on perceived similarity, which informs behavioral appropriateness, outcome expectations, and self‑efficacy, yet similarity alone does not guarantee behavioral change. This review examines how model attributes influence peer modeling and discusses conditions under which similarity promotes change, highlighting the need for future research on children’s self‑perceptions and the maintenance of behavioral gains. The authors analyze the effects of model age, sex, competence, number, and background on peer modeling and the role of similarity in fostering behavioral change. Peer models can elicit diverse behavioral changes, such as improved social skills, increased self‑efficacy, and skill remediation, though similarity alone does not automatically enhance modeling.

Abstract

This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an important source of information for gauging behavioral appropriateness, formulating outcome expectations, and assessing one’s self efficacy for learning or performing tasks. Research is reviewed on the effects of model age, model sex, model competence, number of models, and model background. Peer models can foster diverse types of behavioral change in children, but attribute similarity does not automatically enhance modeling. The conditions under which similarity promotes behavioral change are discussed. Future research needs to assess children’s self-perceptions, as well as maintenance and generalization of behavioral changes. It is suggested that classroom peers can help train social skills, enhance self-efficacy, and remedy skill deficiencies.