This is the Personal Development Quarter 2 Module 5 self-learning module on social influence, for Senior High School learners. It was produced by DepEd Region 4A CALABARZON (First Edition, 2021) for home-based learning. After it, learners can explain how other people shape their behavior and compare how they see themselves with how others see them.
On this page 6 sections
What learners will learn
The module covers the competency of comparing one’s perception of oneself with how others see one (EsP-PD11/12SR-IIc-10.2). By the end, learners are expected to:
- Explain the concepts of perception and social influence and relate them to real life.
- Examine why self-perception and others’ perception matter for personal development.
- Value the role of social influence in developing oneself.
Key ideas: perception and social influence
Perception is the mental process of knowing, interpreting, and learning information that shapes your behavior. How you see others, and how they see you, comes from beliefs, values, and norms you learn from family, friends, neighbors, and others in society. Your perception grows wider as your personal and social relationships grow.
Social influence is a change in your behavior caused by other people, so you can adjust to a situation or meet social demands. Whether others agree or disagree with you, their reactions can help or hinder your social roles. The module names three types.
| Type | What it means | Traits of the person | Module’s example |
|---|---|---|---|
| Conformity | Changing your behavior to be like others in the group | Gains approval, avoids rejection, accepts opinion | Asking your friend’s grandmother for her blessing because it is the courteous thing to do |
| Compliance | Granting a request or demand in exchange for a reward or to avoid a punishment | Likes reward, fears punishment, follows request | Taking an exam because skipping it could mean a failing grade |
| Obedience | Following the demand of an authority or an adult you respect | Accepts responsibility, follows order, respects authority | Inviting friends to practice proper waste disposal as asked by a leader |
Obeying can lead to social facilitation: when you are given a sense of responsibility, you perform better working with others than working alone.
Why comparing perceptions matters
The module explains that comparing your self-perception with others’ perception of you shapes your thoughts and behavior. As a child, you noticed little about how others treated or thought of you. As a maturing adolescent, new experiences form new perceptions that guide how you deal with people, handle problems, and make decisions. Listening well in your relationships is part of this.
It uses the idea of sowing and reaping. Sowing is cooperating with group mates and sharing ideas to finish a task. Reaping is presenting an innovative output and receiving feedback from your teacher and classmates. Feedback helps you become responsible for your actions, practice self-control, and grow as both a leader and a follower who serves others through cooperation.
How to use this module
The module follows the usual SLM parts. Answers go on a separate sheet of paper, not on the module.
- What I Know – a 15-item pretest on social influence and its types.
- What’s In – a bar graph of the most and least influential people in your life (family, peers, neighbors, organization).
- What’s New – pie graphs of positive and negative comments from yourself (self-feedback) and from others.
- What is It – the lesson discussion.
- What’s More – a checklist where you shade the conformist, compliant, and obedient traits that fit you, once from your own view and once from someone in your family.
- What I Have Learned – ten analogies to complete with words from a word list.
- What I Can Do – a Venn diagram sorting the feedback from What’s New into helpful, hurtful, or both.
- Assessment – a 15-item post-test.
- Additional Activities – finishing your infographic with a personal tagline.
The activities build one infographic on a single sheet divided into four quadrants: What’s More in the first, What’s In in the second, What’s New in the third, and What I Can Do in the fourth, with your tagline at the center.
For learners: Answer each activity honestly, since the goal is to compare how you see yourself with how others see you. Check your work with the answer key only after answering.
For parents: The What’s More activity asks a family member to say which traits apply to the learner, so be ready to help.
For teachers: The Notes to the Teacher suggest having learners present the activities as infographics. The answer key covers What I Know and What I Have Learned.
Frequently asked questions
What grade and quarter is this Personal Development module for?
It is a Senior High School module for Quarter 2, Module 5. Its competency code (EsP-PD11/12SR-IIc-10.2) marks it for Grade 11 or Grade 12 Personal Development.
What are the three types of social influence in the module?
Conformity (changing your behavior to be like the group), compliance (granting a request for a reward or to avoid punishment), and obedience (following the demand of an authority or a respected adult).
What is social facilitation?
The module describes social facilitation as performing better when working with others than working alone, which happens when you are given a sense of responsibility.
Does the module have an answer key?
Yes. It includes answers for the What I Know pretest and the What I Have Learned analogy activity.
What output do learners make in this module?
Learners build an infographic on one sheet divided into four quadrants, one for each main activity, and write a personal tagline at the center.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Senior High School
Personal Development Quarter 2 – Module 5: Social Influence
[photo: illustration of students reading and studying under a tree, a teacher with a student at a desk, a student with a globe, and a child writing by a lamp]
CO_Q2_Personal Development SHS Module 5
Personal Development Alternative Delivery Mode Quarter 2 – Module 5: Social Influence First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by _____
Department of Education – Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: lrmd.calabarzon@deped.gov.ph
Development Team of the Module
Writers: Cristine G. Bajo
Editors: Genalin V. Ceballo
Reviewers: Sherelyn N. Mijares, Jean L. Reyes, Phillip Ramir L. Punzalan, Ma. Theresa I. Tapales, Aira Myr T. Marbibi, Rita A. Edillo
Illustrator: Gilbert Esguerra
Layout Artist: Diana F. delos Santos, Maria Clariss Z. Maravilla
Management Team: Francis Cesar B. Bringas, Job S. Zape Jr., Ramonito Elumbaring, Reicon C. Condes, Elaine T. Balaogan, Fe M. Ong-ongowan, Cristina C. Salazar, Priscilla V. Salo, Anselmo C. Celeste Jr., Bernadette B. Patag, Rosanito S. Paras, Rochene I. Garcia
Personal Development
Quarter 2 – Module 5: Social Influence
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is designed and written to help you understand the concepts about social influence affecting social relationships. The scope of this module can be used in different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module focuses on social influence that enables the learner to compare one’s perception of himself/herself and how others see him/her. EsP-PD11/12SR-IIc-10.2
After going through this module, you are expected to:
- Explain concepts of perception and social influence and relate it to real life;
- Examine the relevance of self-perception and others’ perception for one’s development; and
- Value the significance of social influence in developing one’s self.
What I Know
Choose the letter of the best answer. Write your chosen letter on a separate sheet of paper.
It occurs when an individual changes his/her behavior to adapt to social demands.
- A. Social Influence
- B. Social Facilitation
- C. Social Relationship
- D. Personal Relationship
It is the change in one’s behavior to be more like the others in the group.
- A. Obedience
- B. Conformity
- C. Compliance
- D. Complement
It is the change in one’s behavior by doing a request asked by another individual in exchange for reward or punishment.
- A. Conformity
- B. Compliance
- C. Complacent
- D. Complement
It is the change in one’s behavior by following the demand given by the individuals you respect.
- A. Objective
- B. Obedience
- C. Conformity
- D. Compliance
It happens to a person in order to perform better at working with others than working alone.
- A. Social Change
- B. Social Loafing
- C. Social Influence
- D. D. Social Facilitation
Which of the following characterizes a conforming individual?
- A. Likes reward
- B. Gains approval
- C. Fears punishment
- D. Accepts responsibility
Which of the following is not a characteristic of a conforming individual?
- A. Gains approval
- B. Avoids rejection
- C. Accepts opinion
- D. Accepts responsibility
Which of the following characterizes a compliant individual?
- A. Likes reward
- B. Accepts opinions
- C. Respects authority
- D. Accepts responsibility
Which of the following characterizes an obedient individual?
- A. Accepts opinion
- B. Avoids rejection
- C. Fears punishment
- D. Respects authority
Which of the following is NOT a characteristic of an obedient individual?
- A. Follows order
- B. Avoids rejection
- C. Respects authority
- D. Accepts responsibility
[transcriber’s note: item 11 does not appear on this page or the previous page of the source]
12.-15. Identify the type of social influence being described in the following situations. Write A for Conformity, B for Compliance, and C for Obedience.
- Sierra greets her grandmother’s friend to show respect.
- Edward posted on social media positive remarks about his peers.
- Alicia is motivated to receive a high grade after answering all the test items correctly.
- Armand joins a group to support advocacy for responsible citizenship.
Notes to the Teacher
[illustration: notes icon of papers held in a hand]
Encourage the learners to study the content and accomplish the following activities in What’s In, What’s More, What’s New, What I Can Do, and Additional Activities. These may be presented in the form of infographics as illustrated below.
[chart: bar chart; “Influencers”] Categories: Family, Peers, Neighbors, Organization. Horizontal axis scale: 0 to 6. Values are not labeled on the chart.
[chart: table-style infographic; What’s More]
| Conformist: Myself | Conformist: Others | Compliant: Myself | Compliant: Others | Obedient: Myself | Obedient: Others |
|---|---|---|---|---|---|
| gains approval | gains approval | likes reward | likes reward | accepts responsibility | accepts responsibility |
| avoids rejection | avoids rejection | fears punishment | fears punishment | follows order | follows order |
| accepts opinion | accepts opinion | follows request | follows request | respects authority | respects authority |
Group labels printed below the columns: Conformist, Compliant, Obedient.
tagline
[chart: pie charts; What’s New] Labels: Self-Feedback; Others Feedback. Values are not labeled on the chart.
[chart: Venn diagram; What I Can Do] Labels: Helpful; Hurtful.
tagline
Lesson 5: Social Influence
It is necessary as a maturing adolescent, you are aware of your strengths and weaknesses, which your thoughts, feelings, and behavior define on how you deal with personal relationships. In the previous module, you were able to distinguish the various roles of different individuals in society. While in this module, it focuses on how social influences improve you as a person for social transformation in dealing with others and any setting.
What’s In
[illustration: hand holding a puzzle piece]
Write inside the bar graph the names of the most and least influential individuals in your lifetime. On the longer bar, write the names of the most influential person and on the shorter bar, write the names of the least influential person in your life. Use the second quadrant of your paper (as illustrated on page 10) to present your data.
[chart: horizontal bar chart; “Influencers”] Categories: Family, Peers, Neighbors, Organization. Horizontal axis scale: 0 to 6. Each category has two bars. Values are not labeled on the chart.
After knowing the most influential or the least influential individuals in your life, examine how they affect your behavior and growth. How do they influence you as a maturing adolescent?
What’s New
Write constructive positive and negative comments for improvement process about yourself that you received from other people using the pie graph below. Use the third quadrant of your paper to present your data.
[chart: pie graphs; “Self-Feedback” and “Others Feedback”]
Values are not labeled on the chart.
Process Questions:
- Why is feedback important in improving one’s strengths and weaknesses?
- How do you compare your self-perception to others’ perception about you?
What is It
In the first activity, you were able to identify the influential persons in your life. While in the second activity, you were able to reflect on the information you received from others as well as how you think of yourself. This psychological process is referred to as perception. It occurs through knowing, interpreting, and learning information that influences your behavior. The way you perceive others as well as how others perceive you are driven by beliefs, values, and norms learned and shared through interactions within your family members, friends, neighbors, and other individuals in the society. These experiences help you to improve how you perceive yourself and others in any situation. As you mature, personal and social relationships broaden your perception about yourself and others. This accepting behavior of yours like appreciating and respecting others’ thoughts, feelings, and actions towards you is part of social influence as a process.
Social influence is characterized by a change in your behavior caused by the people that empower you to adjust to a particular situation. Whether someone agrees or disagrees with you, it influences your behavior that may help or hinder your social roles. Social influence also happens when you change your behavior to adapt to social demands. Social influence is categorized by conformity, compliance, and obedience.
Conformity is changing your behavior to be the same with the others in the group (Asch 1955 in Ramirez 2020). For example, when you visit your friend’s home, to show respect, you both ask for the grandmother’s blessing because you were told that it is courtesy. This situation engages you to deal with it by adapting to the shared norms and values to gain social approval rather than rejection. You were able to conform to the group standards.
[illustration: three panels showing people in the conformity, compliance, and obedience situations, with an arrow below labeled Conformity, Compliance, Obedience]
Figure1. Types of Social Influence Illustrated by: Gilbert Esguerra
Compliance is granting a request or demand asked by another individual in exchange of either a reward or a punishment. For example, during examination day, you are required to take the test to finish the grading period and failure to do so may result in a failing grade.
Obedience means changing your behavior to follow the demand given by an authority or an adult you have high regards with. For instance, as a maturing adolescent, you want to contribute to development through inviting other friends to exercise proper waste disposal. Whether you do it purposely as you try to give the leader your respect or purposefully as it empowers you to participate actively as a follower. Whatever your reason is for obeying; it leads to social facilitation. This happens when you are given a sense of responsibility that allows you to perform better if you are with other individuals.
Given these three situations, you can choose to conform, to comply, or to obey depending on how well you perceive yourself and others; likewise, how others perceive you. These are all important in personal development.
Comparing your self-perception with others’ perception of you has contributed to your thoughts that influence your behavior. These significant persons in your lives help you in becoming a successful leader and follower through social relationships. In any relationship, communication is important as you listen to what others are telling you, and as to understand yourself and others in any situation. It influences your outlook in life, like when you were in your formative years – you have a limited capacity of acknowledging what is happening around you. More so, you are not aware of how other people treated or thought about you. There were also times when adults always asked you what you want to be when you grow up. While, as you grow, as a maturing adolescent you conceive new thoughts, feelings and behavior based on your experiences which form new perceptions that influence you in dealing with others, in handling your problems, and in making right decisions.
To help you understand this more, let us apply the principle of sowing and reaping to your everyday life. One example of sowing is when you decided to cooperate with your group mates with whom you were able to share your ideas to complete the task; while reaping is when your group was able to submit and present an innovative output so your teacher and classmates can give their feedback to compliment it. At the start, you benefit from the feedback you received which eventually led you to assert influence. Significantly, you are becoming responsible for your thoughts and behaviors as you adapt to the needs of the situations in the same manner that you have self-control that empowers you to regulate your behavior to make positive choices in life.
The change in your behavior therefore enhances your role in becoming a follower and a leader. Both these roles involve responsibility to serve others that can be achieved through cooperation. Hence, a change in mindset is being mindful and sensitive to your thoughts, feelings, and behaviors.
What’s More
Shade all boxes that contains a statement reflecting your behavior. Answer the Myself column based on how you perceive yourself, while in the Others column, based on how others see you (you may ask someone from your family which of the following statements apply to you). Use the first quadrant of your paper to present your bar graph.
| Myself: Conformist | Others: Conformist | Myself: Compliant | Others: Compliant | Myself: Obedient | Others: Obedient |
|---|---|---|---|---|---|
| Gains Approval | Gains approval | Likes reward | Likes reward | Accepts responsibility | Accepts responsibility |
| avoids rejection | avoids rejection | fears punishment | fears punishment | follows order | follows order |
| accepts opinion | accepts opinion | follows request | follows request | respects authority | respects authority |
transcriber’s note: the header row is a join of the table’s “Myself” and “Others” headers with the group labels, which were printed below the table as “Conformist”, “Compliant”, and “Obedient”, each spanning its two columns. The printed group labels are: Conformist | Compliant | Obedient.
Process Questions:
- Based on the data, is there any comparison that you want to give an emphasis on?
- How can you categorize yourself? Are you a conformist, compliant or obedient? Explain your answer.
What I Have Learned
Directions: Complete the analogy with the words from the marked scatter.
- adjust
- avoid rejection
- like reward
- accept opinion
- behavior
- respect authority
- follow norms
- done on purpose
- change in behavior
- change behavior
- Perception is to interpret information as Social Influence is to _____.
- Social Influence is to _____ as Social Facilitation is to work in groups.
- Perception is to think as Influence is to________.
- Social Relationship is to interact as Social Influence is to ____________.
- Conformity is to gain approval as Compliance is to __________________.
- Compliance is to fear of punishment as Conformity is to _____________.
- Obedience is to accept responsibility as Conformity is to _____________.
- Conformity is to gain approval as Obedience is to ____________________.
- Compliance is to follow explicitly as Conformity is to _________________.
- Purposely is to on purpose as Purposefully is to ____________________.
What I Can Do
In this activity, use the information you gathered form What’s New: Self-Feedback and Others Feedback, on page 7. Then, write the comments into Helpful and Hurtful categories in the Venn Diagram below. For the comments you received that can be both helpful and hurtful, and which have influenced you to change, write them in the area where the two circles overlap. Use the fourth quadrant of your paper to present your diagram.
Process Questions:
- What are the similar comments that you agree and disagree with?
- How does this feedback influence your relationships with others?
[chart: Venn diagram; two overlapping circles labeled “Helpful” and “Hurtful”]
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
Which of the following is the change in one’s behavior to adapt to the social demands?
a. Personal Relationship
b. Social Relationship
c. Social Facilitation
d. Social InfluenceWhich of the following is the change in one’s behavior to be more like the others in the group?
a. Complement
b. Compliance
c. Conformity
d. ObedienceWhich of the following is the change in one’s behavior by doing a request asked by other individuals in exchange for reward or punishment?
a. Complement
b. Complacent
c. Compliance
d. ConformityWhich of the following is the change in one’s behavior by following the demand given by the individuals you respect?
a. Compliance
b. Conformity
c. Obedience
d. ObjectiveWhich of the following enables a person to perform better with others than working alone?
a. Social Facilitation
b. Social Influence
c. Social Change
d. Social LoafingWhich of the following characterizes a conforming individual?
a. Accepts responsibility
b. Fears punishment
c. Gains approval
d. Likes rewardWhich of the following is NOT a characteristic of a conforming individual?
a. Accepts responsibility
b. Avoids rejection
c. Accepts opinion
d. Gains approvalWhich of the following characterizes a compliant individual?
a. Accepts responsibility
b. Respects authority
c. Accepts opinions
d. Likes rewardWhich of the following is not a characteristic of a compliant individual?
a. Fears punishment
b. Follows request
c. Avoids rejection
d. Likes rewardWhich of the following characterizes an obedient individual?
a. Respects authority
b. Fears punishment
c. Accepts opinion
d. Avoids rejectionWhich of the following is not a characteristic of an obedient individual?
a. Accepts responsibility
b. Respects authority
c. Avoids rejection
d. Follows order
12.-15. Identify the type of social influence being described in the following situations. Write A for Conformity, B for Compliance, and C for Obedience.
- Sierra greets her colleague by giving a handshake.
- Claire wears a dress that suits the dinner party at her friend’s house.
- Emmanuel is in a rush and unable to finish the test.
- Arman does the household chores assertively.
Additional Activities
Now, you have your Infographics. In just one look, you can compare how you perceive yourself and how others see you. To complete it, you are encouraged to write your tagline based on your learning experiences in this module at the center of the paper.
[chart: infographic layout with five boxes; “What’s In”, “What’s More”, “tagline”, “What’s New”, “What I Can Do”, “tagline”]
- What’s In: [chart: bar chart; “Influencers”] Categories: Family, Peers, Neighbors, Organization. Horizontal axis ticks: 0, 1, 2, 3, 4, 5, 6. Values are not labeled on the chart.
- What’s More: [chart: comparison table; Myself and Others columns under Conformist, Compliant, and Obedient, the same statements as the What’s More table on page 8 of the module]
- What’s New: [chart: pie graphs; “Self-Feedback” and “Others Feedback”] Values are not labeled on the chart.
- What I Can Do: [chart: Venn diagram; labels “Helpful” and “Hurtful”]
tagline
tagline
Answer Key
[transcriber’s note: the answer key tables are printed rotated on the page]
What I Know
- A
- B
- B
- B
- D
- B
- D
- A
- C
- D
- B
- A
- A
- B
- C
What I Have Learned
- change behavior
- change in behavior
- behavior
- adjust
- like reward
- avoid rejection
- accept opinion
- respect authority
- follow norms
- done on purpose
References
Daffin, L. et.al. 2021. Module 4: The Perception of Others: In Essential of Social Psychology. Accessed on August 9, 2021. https://opentext.wsu.edu/social-psychology/chapter/module-4-the-perception-of-others/ CC BY-NC-SA 4.0
Forsyth, Donelson. 2021. The psychology of groups. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Accessed August 9, 2021. http://noba.to/trfxbkhm CC BY-NC-SA 4.0
Ramirez, Melissa. 2020. Conformity, Compliance, Obedience, OER Commons. Accessed August 9, 202. https://www.oercommons.org/courseware/lesson/15364/overview CC BY-NC-SA 4.0
Spielman, Rose. Sensation vs Perception, OER Commons. Accessed August 9, 2021. https://www.oercommons.org/courseware/lesson/15317/overview CC BY-NC-SA 4.0
Spielman Rose. et.al. What is Social Psychology?, OER Commons. Accessed August 9, 2021. https://www.oercommons.org/courseware/lesson/15361/overview CC BY-NC-SA 4.0
Stangor, C.et.al. Principles of Social Psychology: Affect, Behavior, and Cognition, BC Campus. Accessed August 9, 2021. https://opentextbc.ca/socialpsychology/chapter/affect-behavior-and-cognition/ CC BY-NC-SA 4.0
Strangor, Charles.et.al. Principles of Social Psychology: Influencing and Conforming. Accessed August 9, 2021. https://opentextbc.ca/socialpsychology/part/chapter-7-influencing-and-conforming/ CC BY-NC-SA 4.0
Introduction to Perception. Lumen: Accessed August 9, 2021. https://courses.lumenlearning.com/boundless psychology/chapter/introduction-to-perception/ CC BY-
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