Question 1: Define 'social influence' and explain two ways it can affect individuals' behavior.

Answer: Social influence is the process by which individuals' attitudes or behaviors are affected by others. Two ways it can affect behavior are conformity, where individuals change their behavior to match the group, and obedience, where individuals follow direct commands from an authority figure.

Question 2: Describe the concept of 'resistance to social influence' and why it might be important in society.

Answer: Resistance to social influence is the ability of individuals to withstand pressure to conform or obey. It is important because it allows individuals to maintain their personal beliefs and make independent decisions, contributing to personal freedom and social diversity.

Question 3: Identify and briefly explain two factors that can increase a person's resistance to conformity.

Answer: Two factors include having a support system or an ally, which reduces the pressure to conform, and having a strong personal sense of confidence or self-efficacy, which makes individuals more likely to resist group pressure.

Question 4: Identify and briefly explain two factors that can increase a person's resistance to obedience.

Answer: Having a dissenter in the group can decrease obedience pressure, encouraging resistance. Additionally, a person’s belief that the authority’s commands are unjust or unethical can increase their likelihood to resist obeying.

Question 5: Describe the findings of Milgram's obedience experiment regarding resistance to authority.

Answer: Milgram's experiment showed that many participants obeyed authority figures even when it conflicted with their personal morals. However, some resisted or withdrew, demonstrating that resistance is possible depending on circumstances and individual differences.

Question 6: Explain how 'locus of control' can influence resistance to social influence. Include what an internal and external locus of control means.

Answer: Locus of control refers to how much individuals believe they have control over events. Those with an internal locus of control believe they control their actions and are more likely to resist social influence. Those with an external locus of control believe outside forces determine events and are less likely to resist.

Question 7: Imagine a scenario where a student is asked to cheat on a test. Identify two factors that might influence whether the student resists or complies, and explain how.

Answer: If the student has a strong personal moral code, they might resist the temptation to cheat. If the student has a supportive peer who encourages honesty, this ally could also increase resistance to cheating.

Question 8: Draw a diagram to illustrate how peer support can influence resistance to conformity. Label the key components in your sketch.

Answer: A correct sketch would show a group of individuals, with one person labeled as having 'peer support' standing apart from the group. Arrows or annotations should indicate that peer support acts as a buffer against conformity pressures, encouraging independence.

Question 9: Sketch a flowchart that shows the steps a person might go through to resist obedience in an authoritative situation.

Answer: A correct flowchart includes the following steps: (1) Recognize the authority's command, (2) Assess whether the command is ethical, (3) Recall personal morals or previous support, (4) Decide to resist or obey, with resistance leading to refusal to comply.

Question 10: Suggest two practical ways teachers could help students develop resistance to negative peer pressure.

Answer: Teachers can promote self-confidence through positive reinforcement and teach assertiveness skills. They can also create a classroom environment that encourages peer support and open discussion about peer pressure.