Abstract
The concept of the anti role model has had much less attention than the role model in modern social learning theory. The anti role model differs in that it describes an individual whose negative behaviours influence another peer or relative to practice the opposite behaviours in order to avoid a negative outcome. It may have become a neglected term because it does not exhibit as significantly in promotion based cultures which appear predominant in western liberal societies. However, in the United Kingdom, poorer socioeconomic subsets of students are now having to complete academic study to a higher standard up to the age of 18 and so these less promotion-based, more collectivist portions of society have become a more important concern for the education system. As such the anti role model concept may be reconsidered with regards to practice and research pertaining to these students and their social backgrounds.
Highlights
I wish to reintroduce the concept of "anti model" (Taleb 2010) and "negative role model" (Lockwood et al 2002) to describe a social actor who demonstrates negative behaviours to a recipient but in turn motivates opposing broad positive behaviours instead of being a wholly negative influence
Lockwood et al (2002) have experimentally described positive role models and negative role models in an education setting - positive ones are identical to the commonly accepted definition of role models, whereas negative ones show negative behaviours and consequences to those behaviours that observers or recipients of those behaviours take as examples of behaviours to avoid
Individuals and cultures exhibiting ‘promotion’ goals were seen to be more influenced by positive role models than counterinfluenced by negative ones
Summary
I wish to reintroduce the concept of "anti model" (Taleb 2010) and "negative role model" (Lockwood et al 2002) to describe a social actor who demonstrates negative behaviours to a recipient but in turn motivates opposing broad positive behaviours instead of being a wholly negative influence. Revisiting the Concept of the Anti-Role-Model for Social Learning
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