The Effect of Feminine Clothing Featured in a Video Modeling Example on Learning and Self-efficacy

Abstract

Video Modeling Examples (VMEs) are gaining popularity within all levels of education, as they are an effective instruction strategy. There is a pressing need for relevant evidence-based guidelines to help teachers and educational policy makers to make informed choices about what makes a VME effective. The current study focuses on the effect of feminine clothing featured in a VME, on learning and self-efficacy. Adolescents (N = 77) were shown three videos in which model neutral or feminine clothes demonstrated how to troubleshoot faulty electrical circuits. Findings show no significant difference between the experimental and control condition, suggesting that feminine clothing does not affect the learning outcome and self-efficacy compared to neutral clothing. These results have to be interpreted with caution, as the sample size (and therefore statistical power) was relatively low. In the further the current study could be replicated with a bigger sample, adult models and longer videos. Based on the current result there is no need for teachers and policy makers prescribe neutral or feminine clothes to models in VMEs.