Outline one or more explanations of media influence on pro-social behaviour and discuss research support

Pro social behaviour is when the acts are intended to benefit others. This is usually seen in fundraising campaigns whereas anti social behaviour is usually seen on the news. The social learning theory explains this by learning through media as indirect reinforcement; the media portrays pro-social behaviour as if you see people helping charities then you become aroused to do the same. Hearold in 1987 completed a meta analysis of over 1000 studies seeing the effect of TV on behaviour. Overall he found pro-social to be more effective than anti-social in effecting people. This study is recognised due to the large amount of studies it used so can be generalised to a lot of different places around the world. However, making a conclusion from this many studies is difficult to operate. Another explanation of the media influence is exposure to the pro-social messages. Children watching TV are exposed to a large number of pro-social acts. An early content analysis of US broadcasting found that on average there were 11 altruistic acts and 6 sympathetic behaviours per programming (Skrafkin 1075). However these acts are frequently appeared in the context of anti-social behaviour. From this we can conclude that studies continue to demonstrate pro-social content on TV is clearly as evident as anti-social behaviour. Howard and Roberts 2002 studied toddlers from the age of 14 months watching the Teletubbies. As a response of this the toddlers engaged in pro-social acts such as joining in with the action by singing and dancing or clapping at the end of a scene. This kind of interaction has been observed in older children of four or five years old as well (Palmer 1986). This is because of the positive acts on the TV by the role models have influenced the children to imitate the good behaviour, so parents want their children to watch these pro-social programs so they understand the correct morals and way to behave.

Mares 1996 conducted a meta analysis including four different categories of pro-social behaviour, over 39 studies. The first being positive interaction which included friendly/non aggressive interactions, expressions of affection and peaceable conflict resolution. Children who viewed positive interactions tended to act more positively in their own interactions with others, the effect size was moderate compared to viewings of neutral or anti social content. The second is altruism, which involved sharing, donating, offering help and comforting acts towards others. Children who viewed explicitly modelled altruistic behaviours tended to behave more altruistically than those who viewed neutral or antisocial content. The effect size for this was moderate to large, and a smaller effect where altruism was less obvious/had to be generalised. The third is self-control, which includes resistance to temptation obedience rules, ability to work independently and persistence on a task. Children who viewed models exercising self-control tended to show more self-control in their own behaviour. The effect size was moderate compared to viewing on neutral content but large when compared to anti-social content. The final category is anti-stereotyping, which included the effects of counter-stereotypical portrayals of gender and ethnicity on attitudes and beliefs. Children who viewed counter-stereotyping themes showed less evidence of stereotyping and prejudice in their own attitudes and beliefs. The effect size was moderate but much larger when in a classroom where extra activities were given to the children. This study supports the social learning theory believing that exposure to a model will have an effect on pro-social behaviour. Also findings show pro-social messages have a greater effect with primary age children than with adolescents. However, this study was a meta analysis which has a Weston society bias over the 29 studies. The researchers from these areas may be subconsciously influenced to act in a certain way towards the participants that would be different Eastern society behaviours. Cole et al in 2003 conducted a version of Sesame Street aimed at encouraging a mutual understanding and respect in Israeli and Palestinian children. This study resulted in 4 and 5 year olds showing an increase in positive attributes given to the other group after watching, and increased justification for the resolution of conflict. Which highlights the exposure to pro-social messages that children receive, they are being encouraged to behave in a certain way through the media and its proven that they generalise with the behaviours.