Students See, Students Do?: Inducing a Peer Norm Effect for Oral Source Citations

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Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.