LESSON 2: SOCIAL INFLUENCE, MORAL DEVELOPMENT,

AND CONFORMITY
In the previous lesson, we have discussed about how our
thoughts, feelings, and actions, make up the totality of
our experience. We have also discussed about what makes
up our society and its components. We have further
explored the factors that influence our view regarding
which manner of feeling, thinking, and acting are acceptable
and which are not. There is no denying that the presence
of others is a big part of whether we carry on with a
behavior or we don’t.
Conformity is when we behave according to how we are asked
or expected to behave, directly or indirectly. Sometimes it is easy to
carry out a role expected of us, sometimes it’s difficult, sometimes,
maybe impossible.

It’s easy to understand why we do things that we like, but how

about when we do things we don’t necessary like, but the rest of
the world thinks “we should”?
What makes us do it?
In this lesson we will explore the concepts of Conformity and Moral
Development. As we do so, let us try to look at ourselves and gain more
understanding about why we think, feel, or act a certain way – or why
we don’t.
Conformity – the act of matching attitudes, beliefs, and
behaviors to group norms, politics, or being like-minded; can occur in
the presence of others, or when the individual is alone; may also refer
to a change in behavior caused by another person or group

Types of Conformity
1. Identification – occurs when people conform to what is expected
of them based on their social roles.
2. Internalization – occurs when we change our behavior because
we want to be like the other person
3. Public Compliance – a superficial change in behavior (including
the public expression of opinions) that is not accompanied by an
actual change in one’s private opinion.

Non-Conformity – failure or refusal to conform to

prevailing rule or practice.
 Correlates of Conformity

A. Social Influence – Social attitudes that

impact the strengthening or weakening of beliefs and behaviors, to
match that of those around us.

Types of Social Influence:

1. Informational Influence – happens when people change their

behavior in order to be correct; also happens when the person lacks
knowledge and looks to the group for information and direction.

2. Normative social influence – occurs when we express opinions or

behaves in ways that help us to be accepted or that keep us from being
isolated or rejected by others.
 Correlates of Conformity

Social Comparison – the process of comparing our opinions with

those of others to gain an appropriate appraisal of the validity of an
opinion or behavior.

Sources of Social Influence

1. Majority Influence – occurs when the beliefs held by the larger
number of individuals in the current social group prevail; more
common.

2. Minority Influence – occurs when the beliefs held by the smaller

number of individuals in the current social group prevail; less
common.
 Correlates of Conformity

B. Personality – characteristic patterns of thought,

feelings and behavior.

Elements of Personality According to Sigmund Freud:

1. Id – prioritizes what is pleasurable, regardless of reason
2. Ego – prioritizes reason over pleasure
3. Superego – prioritizes internalized values of society over either
pleasure or reason

Freud believed that individuals with stronger ID are less likely to conform to
the expectations of society when it violates the pleasure principle; while
individuals with stronger SUPER-EGO are less likely to engage in a socially
unacceptable behavior, regardless of an existing opportunity to exercise
reason or experience pleasure. Individuals with well-developed ego, on the
other hand, tend to act in response to reason and logical thinking; they are
more likely to inhibit the urge to satisfy needs (pleasure) until appropriate
actions are found.
Elements of Personality According to Raymond Cattell:
1. Source Traits – underlying basic factors of an individual’s
personality
2. Surface Traits – the observable behavior resulting from
source traits

Cattel proposed that Personality is “that which permits a

prediction of what a person will do in a given situation.” He
argued that individual differences between personalities can be
understood by assigning categories (types) to people; and
believed that each person has a unique blend of traits with
varying strength of expression. He identified 16 personality
traits that can be measured and defined. From these 16 traits, he
derived what he referred to as five global factors: (1)
Extraversion, (2) Anxiety, (3) Tough Mindedness, (4)
Independence, and (5) Self-Control.
• Extraversion – a measure of a person’s general social
participation level.
• Anxiety – a measure of a person’s level of reactivity,
vigilance, tension, and apprehension.
• Tough mindedness – a measure of a person’s tendency to
deal with problems either at the cognitive or emotional
level.
• Independence – a measure of Self-determination.
• Self-control – a measure of the person’s tendency to
control one’s urges
Personality Factors that contribute to Stronger Self-control
1. low liveliness (high seriousness)
2. high perfectionism
3. high rule-consciousness
4. low abstractedness (high practicality)

Cattel noted that certain traits contribute to whether one exhibits

“lack of restraint” or “self-control”. He believed that individuals
with higher self-control are more likely to behave in a manner that
is socially acceptable; they are also less likely to break rules or
challenge the status quo.
Activity 4: FILMSHOWING: Stargirl (2019) Movie

Description: The film explores the tense

emotions, non-conformity and
self-expression of teenagers
in high school, and the
exuberance of first love.
Length: 2 hours

Instructions:
Watch the film, Star Girl (2019). Be mindful of the
personalities of each significant character, their
existing conflict, and how it was resolved. Also
notice the interplay between social influence,
personality, and conformity.
 Which part of the movie struck you
most? Which character do you have
similarities with?

In the middle part of the film, you see

Stargirl’s transformation into Susan. What is
the difference between the two characters?
How do you relate this to our lesson?

What changed about Leo when he

encountered his bullies? What changed
about him when he met Stargirl? What
you think about these changes? How do
you feel about them?
Synthesis

“It’s easy for a dead fish to go with the flow; it

takes a life one to swim against the current.”

Sometimes it takes courage to show our true selves to other

people, especially when doing so have put us in an unpleasant
situation in the past. Fear of rejection by peers, for instance,
may hold us back from voicing opinions, sharing convictions,
openly declaring involvement to uncommon interests and
hobbies, or expressing feelings and ideas contrary to popular
belief. At one point or another, however we are eventually
faced with a choice: to follow a path others chose for us, or
that we choose for ourselves.
Activity 5: MY HERO/ES

Instructions
Draw a representation of the group or person who influenced you most.
It can be an object, a logo, or a portrait of the group or person himself or
herself. How is this group or person significant?
Synthesis

“Many people will walk in and out of your life, but only the
true few will leave footprints in your heart.”
– Eleanor Roosevelt

We encounter a lot of people as we grow and mature, but only few will
leave a notable impact. These are individuals that contribute greatly to
the things we like about ourselves – sometimes they are persons that
generously nurture our thirst for understanding – a source if wisdom and
inspiration; sometimes they are companions to experiences which
showed us a lot more about life; sometimes they are simply persons who
share our struggles, who understood us, and helped us make it through
the difficult times.
Morality – an individual’s growing sense of what is right and
wrong
– a code of conduct that is derived from one’s culture, religion, or
personal philosophy
– guides one’s actions, behaviors, or thoughts

Morality recognition – the conscious distinction between right

and wrong / good and evil; respect for and obedience to rules and
right conduct

Moral Development – focuses on the emergence, change, and

understanding of morality from infancy to adulthood
Theoretical Concepts explaining Moral Behavior

1. Morality and the Super Ego (Sigmund Freud)

There is an existing tension between the needs of the society and the
needs of the individual. As the person matures, the individual’s selfish
desires are repressed and replaced by the values of important
socializing agents (such as parents) in one’s life.

2. Morality and Social Learning (Albert Bandura)

Socialization is the primary force behind moral development. Moral
behavior can be acquired by observing and imitating others.

3. Morality and Cognitive Development (Jean Piaget)

The individual’s construction, construal, and interpretation of morality
from a social-cognitive and social-emotional perspective is a necessary
agent to morality recognition.
4. Morality and Moral Reasoning (Lawrence Kohlberg)

• Moral reasoning influences a person’s willingness or

unwillingness to engage in certain behaviors and can be classified into
levels.

• Each level presents a unique source of evaluation of right or

wrong, acceptable or unacceptable.

• Individuals often initially evaluate the acceptability of a

behavior based on the resulting pain or pleasure, but may
eventually learn to apply reasoning based on social conditions or
personal convictions.

• An individual may progress from the first level to the next but not
everyone gets to develop the highest level of reasoning.
Levels of Moral Reasoning (Lawrence Kohlberg):
1. Pre-conventional Level – focus on reward and punishment
brought about by certain behaviors.
2. Conventional Level – focus on social contract or a sense of
responsibility to contribute to the society one is part of and
behave in a manner that is acceptable.
3. Post Conventional Level – focus on conscious principles and
personal convictions governing one’s actions
5. Morality and Religion
Many religions have various frameworks regarding personal
behavior meant to guide believers in determining right and wrong.
Religious belief systems are often very strong regulator of human
behaviors. These also shape a lot of society’s roles and norms,
when a specific religion is prevalent. Value judgements can vary
greatly between religions, past and present.

Divine Command Theory – refers to the act of equating morality to

adherence to authoritative commands from a holy book.

General Classification of World Religions:

a. Monotheistic religions – believe in only one God
b. Polytheistic religions – believe in many gods
Abrahamic Religions – a group of Semitic-originated,
monotheistic religions that claim decent from Judaism of
ancient Israelites and the worship of the God of Abraham.

The Three Largest Abrahamic Religion:

(a) Christianity;
(b) Islam; and
(c) Judaism
4 Major Abrahamic Religions
• Christianity – Abrahamic religion based on the teachings
of Jesus of Nazareth
• Islam – Abrahamic religion based on the teachings of
Mohammed
• Judaism – Abrahamic religion based on teachings of Moses
and the Prophets
• Messianic Judaism – a combination of Judaism and
Christianity.
Religion and conformity is among the widely studied field in
sociology. Many religions have value frameworks regarding
personal behavior meant to guide adherents in determining
between right and wrong. An example of this is the “good thoughts,
good words, and good deeds” concept, common to most religions.

These frameworks are outlined and interpreted by various sources

such as religious books, oral and written traditions, and religious
leaders.

A lot of social scientists believe that morality and religious systems

are two distinct kinds of value systems or action guides. Morality
does not necessarily depend upon religion, although for some, as
Rachels, et. Al. (2011) would put it, this is an ‘almost automatic
assumption.’ In the views of others, however, the two can overlap.
On the issue of the ability of
religious to provide value
frameworks:
• Religious commentators have
asserted that a moral life cannot
be led without an absolute
lawgiver as a guide (God).
• Other observers assert moral
behavior does not rely on
religious tenets.
• Contemporary commentators
point to ethical challenges within
various religions that conflict
with contemporary social norms.
Activity 5: FILM SHOWING: The Little Women (2019)

Movie Description: The story follows the lives of

the four March sisters—Meg,
Jo, Beth, and Amy—and details
their passage from childhood
to womanhood; a vivid
depiction of 19th Century time
period.
Length: 2 hours

Instructions:
Watch the film, Little Women (2019). Be mindful of
the kind of society the main characters are in and
how it affects their life choices and experience.
 Which of the four sisters are you most
similar with? What made her story
appeal to you?

The film ‘Little Women’ is set on the 19th

Century. What are the notable beliefs during
that time? How do they influence the
struggles of the four sisters?

If you lived in the 19th Century, which

cultural norm do you think would
make life more challenging for you?
Synthesis:

Belongingness is a universal need.

As social beings, we thrive in environments where we can foster nurturing
relationships and smooth interpersonal connections with other people.
So much in fact, that psychologist William Glasser, proponent of Reality
Therapy, went as far as claim that “all long lasting psychological problems
are relationship problems.”

Although varying in opinion regarding the intensity of the need, psychologists

agree that relationships play an essential role in human development,
adjustment, and coping with the demands of day to day life.
Whether consciously or unconsciously, it is not uncommon for us to behave
according to what is expected of us; in some instances, we deliberately
exert efforts to change our behaviors in order to belong or fit in.
Generally, people view conflict unfavorably and though at times inevitable,
we are more likely to seek out behavior which tend to avoid, eliminate, or
pacify any arising arguments.
Conformity is an important
element in society, often serving
as a stabilizing agent.
Society with higher levels of
conformity among its members
are less likely to experience
drastic changes in its culture,
customs, and traditions, and the
prevailing norms are more
likely to be passed on to next
generations.
This, however, may become
problematic when existing norms
are rigid, oppressive, and/or
invite opportunity to
oppress, discriminate, or
abuse.
Synthesis:

Although to most of us it may appear rigid, and unchangeable, our

morality recognition is actually dynamic.
It is largely influenced by learning, maturity, and individual differences,
and may change over time or as society changes; it evolves as we grow
internally, get exposed to social influences, and generally respond to the
world around us.
Conflict occurs when our need to belong and tendency to conform
is challenged by the need to express our newly acquired moral
reasoning. It is often complicated by society’s disapproval or lack of
support from significant persons.

A lot of times expression of these changes difficult and met with

disapproval or contempt. Nevertheless, people have been challenging
their society’s existing norms throughout history, some successfully
stirring its course in their lifetime, others persecuted and recognized
only recently, when modern society has caught up with what used to be
an extreme taboo.