Students See, Students Do?: Inducing a Peer Norm Effect for Oral Source Citations

Abstract

Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.

Keywords:

• Norms
• Oral Citations
• Peer Modeling
• Public Speaking
• Video Modeling

Funding

This research was funded by East Tennessee State University’s Research Development Committee and Instructional Development Committee.

Notes

[1] Though citations generally represent a Western view of knowledge and words (Howard, 1995; Pennycook, 1996), this view is endorsed by U.S. universities and grounded in a concern for ethics that a majority of educators support.

Additional information

Funding

This research was funded by East Tennessee State University’s Research Development Committee and Instructional Development Committee.