Abstract
Thirty-seven graduate teaching assistants participating in an instructional improvement program were randomly assigned to treatment and control (modeling, no modeling) groups for this study. The use of a model videotape, the subjects' interest in the instructural topic, and their assessment of the relevance of that topic were measured to determine possible effects of those variables on subsequent acquisition of the modeled behaviors. Results of a stepwise multiple regression analysis indicated: (a) modeling did produce a significant effect on the acquisition of modeled behaviors, and (b) observers need not perceive the modeled topic as interesting or relevant in order for a model videotape to be effective.
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