Abstract
Abstract Laboratory research on persuasion suggests that induction of prosocial attitudes may be facilitated by such instructor characteristics as expertise, self-esteem, and similarity to the class, and by such class characteristics as size and age. Measures of these variables were used to predict the cooperativeness of 294 inmates in 26 Canadian prison workshops. Instructor data included two measures of expertise, a self-report measure of self-esteem, and a measure of instructor-inmate differences in formal education. Inmate cooperation was operationalized as voluntary participation in an outside research project. Correlational results support previous laboratory findings. Regression analyses, however, showed that only instructor expertise and inmate age made independent contributions to cooperation.
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