The Influence of Reference Groups in the Learning Situation

Abstract

The aim of this research was to investigate the influence of reference groups in the learning situation with in a college of further education. The student sample population was divided into three groups. These were level of course work groups, type of college attendance groups, and groups categorised by the degree of parental acceptance. It was found that there were usually significant differences in both reference groups and attitudes to the learning situation of the high, medium and low level of course work groups, of the full time, block and day release course groups and of the groups categorised by the degree of parental acceptance as high medium and low. The most important reference group for the total population sample were found to be parents and peers. The other reference groups for each group category varied in importance. For example groups classified as low by level of course work, tended to hgye as their reference groups glamour figures. Reference groups were found to have a bearing on such factors associated with the learning situation as role conflict as well as some forms of psychological conflict. It was found that the way in which the parents reacted to the individual was a very significant factor in determining attitudes to the learning situation and the nature of identification with a reference group within the college institution,