The Effect of Dispositional Factors on Collective & Crowd Behaviour (OCR GCSE Psychology): Revision Note

Exam code: J203

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Locus of control

  • Rotter (1954) developed the concept of locus of control (LOC) and found that people differ in how much control they believe they have over their own lives

    • LOC exists on a continuum, meaning people can have an internal, external, or mixed locus of control depending on the situation

  • People with a mostly internal LOC:

    • believe they are responsible for their actions

    • think that success or failure depends on the choices they make

    • tend to be more confident, motivated and independent

    • are less likely to be swayed by group pressure or to follow the crowd

    • are more likely to act in line with their own beliefs, even if it means going against others

  • People with a mostly external LOC:

    • feel they have little control over their lives

    • are more likely to blame others or circumstances for what happens

    • tend to conform more easily to group behaviour

    • are often passive and accepting, believing events are beyond their control

Locus of control in crowds

  • In crowd situations, people with an internal LOC are less likely to be influenced by others

    • They tend to stay in control of their behaviour and are more confident about resisting pressure

  • Research also shows that internal LOC increases with age — adults become more confident and independent in their decisions

    • This may help explain why, during the 2011 London riots, around half of those brought before the court were under 21, while only 5% were over 40

Research evidence

Chiu (2003)

  • Studied 306 Chinese managers and professionals to assess their LOC and attitudes toward whistleblowing

  • Those with an internal LOC were more likely to whistleblow than those with an external LOC

  • This suggests that people with an internal LOC are more likely to act independently and resist group pressure, even when it carries personal risk

Ransford (1968)

  • Investigated violent behaviour in crowds in America

  • Found that men with an external LOC were more likely to turn to violent protest after feeling powerless

  • This suggests that a sense of lack of control can increase the likelihood of anti-social behaviour in a crowd

Morality

  • Morality refers to a person’s beliefs about what is right or wrong, which guide their behaviour and decision-making

    • People vary in their levels of moral development, which influences whether they act in pro-social (helpful) or anti-social (harmful) ways when part of a crowd

  • Kohlberg proposed that people move through three main levels of moral reasoning, each influencing how they make decisions about right and wrong:

    • Pre-conventional level: Behaviour is based on avoiding punishment or gaining rewards (common in children)

    • Conventional level: Behaviour is about pleasing others and obeying rules to maintain social order

    • Post-conventional level: Behaviour is guided by moral principles and a sense of justice; what is morally right may override what is legally right

How morality affects crowd behaviour

  • People at higher levels of moral reasoning are more likely to act pro-socially

    • E.g. helping others, protecting the vulnerable, or standing up for justice

  • Those with lower moral reasoning may act anti-socially, prioritising personal gain or following the crowd without considering the consequences

Research evidence

  • Langdon et al. (2011) found that anti-social behaviour is most common at the pre-conventional level, where people act out of self-interest rather than concern for society

  • Chen and Howitt (2007) discovered that young offenders who had committed violent crimes scored lower on moral reasoning tests than non-offenders

  • Eisenberg (1987) suggested that people with higher moral reasoning are less likely to act anti-socially because they feel personally responsible for their actions.

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Cara Head

Reviewer: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding