Running Head: EXPLORING THE IMPACT OF A ROLE MODEL ON STRESS

Exploring the Impact of the Presence of a Role Model on Stress Levels in University Students
Christopher C. Liem
Tsinghua University

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Abstract
Role models are universally regarded as important individuals who assist in shaping ones values
or career path. Role models, as set examples for others to emulate, induce others to perceive
them as attainable possibilities for the future. From this upward comparison effect, role models
are believed to encourage motivation and perseverance in others, therefore increasing their
capacity for hard work and their tolerance for stress. During the course of the research, the
primary goal was to confirm the correlation between stress levels and the presence of a role
model in university students, while the secondary goal was to determine whether physical
closeness was a viable category in determining the efficacy of the role model in lowering stress.
In order to accurately confirm the predicted trends, online questionnaires were distributed
amongst undergraduate students from different universities across China. Results from data
analysis supported both hypotheses, with celebrity role models observed as being more effective
than community role models in repressing stress. The findings have not only determined a
possible stress relief factor, but additionally have opened countless possibilities for a broad array
of research topics pertaining to role models and their influence on stress levels.
Keywords: role model, stress, stress management, university students, ambition, perseverance,
motivation

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Introduction
The concept of the role model as an effective motivator is not foreign. Role models are
often utilized by teachers and parents to encourage the younger generation into adopting positive
values. The general definition of a role model states that a role model is an individual whose
success or personal values can be imitated by others. Upward comparison, in the form of
idolization, is widely believed to encourage self-improvement (Collins, 1996). By comparing
oneself to an outstanding other, an individual is expected to view his or her superiors
achievements as attainable. Such an effect is assumed to increase self-motivation in the
individual (Lockwood & Kunda, 1997) and heighten self-confidence. Therefore, role models not
only function as outstanding examples for others to imitate; additionally, they serve as sources of
inspiration and hope (Taylor & Lobel, 1989).
Past studies have often established broader definitions of role models, generally as
individuals who influence others psychologically through social comparison. In one particular
study, role models have been categorized as either positive or negative by determining their
respective strategies of motivation (Lockwood, Sadler, Fyman, & Tuck, 2004). According to this
definition, role models may manifest as positive idols (i.e. accomplished persons who
demonstrate outstanding values or success to be emulated by others) or negative idols (i.e.
persons who discourage others to follow a certain path which may result in undesired outcomes).
However, for our research purposes, we will use the universal definition of role models in our
research and regard the concept of role models as extraordinary individuals who positively
influence others based on their achievements or the values they represent.

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Role models, due to their strong sense of efficacy, are believed to induce self-reflection in
their respective followers (Bandura, 2001). In a sense, role models are concrete manifestations of
followers ideal values and outcomes. Witnessing the ideal values of an individual being
manifested or the long-term outcome of certain behavior sets being displayed in the form of a
role model, an individual may reevaluate his or her own ability to produce desired results, thus
strengthening his or her self-confidence. In the mind of the individual, seeing firsthand the
outcomes resulting from the actions of others would compel the individual to realize that such
outcomes are attainable, contrary to previous beliefs. Such an effect is expected to strengthen the
individuals willingness to persevere and subsequently lower the individuals stress to a more
manageable level.
Stress, when managed improperly, is universally recognized as a potential threat to the
psychological stability of a person. When present in high levels, stress is believed to indirectly
induce deterioration of health and increase likeliness of disease (Cohen, Kamarck, &
Mermelstein, 1983). However, in accordance with previous research on role models, by
increasing motivation and the willingness to persevere, the presence of a role model is deduced
to correlate significantly with current stress levels. Conclusive proof in this assumption would
greatly benefit the branch of psychology and serve as an impetus for future research in this topic.
Based on existing research pertaining to role models, the assumption that the presence of
a role model will positively influence stress levels was established. Individuals with personal role
models are generally expected to be more self-confident in their abilities. Specifically, role
models are believed to influence stress levels in varying manners based on their particular
characteristics. For the aims of our research, we plan to investigate 1) whether or not the

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presence of a role model is confirmed to be a viable factor in stress levels, and 2) the nature of
the role models which have the most significant effect on stress levels.
Unfortunately, as the psychological impact of role models is a complex topic with
countless variables involved, the classification of role models is an immensely complicated task.
There are numerous factors to consider when categorizing role models; including, but not limited
to, the psychological effects the role models arouse in their followers and the defining
characteristics of the role models themselves. Therefore, our research will focus on only one
particular aspect of role models, i.e. the physical closeness of the role model. Other qualities of
role models which may potentially impact stress levels are proposed as suggested research topics
in the future.
At present, the majority of research on the subject of role models is directed towards
parents, teachers and counselors in supplying appropriate role models for children. Other studies
merely place stronger emphasis on the lack of role models for minority groups, while relatively
few studies focus on role models for adults. This research is intended to contribute knowledge to
currently existing studies concerning psychological tendencies of young adults by attempting to
successfully isolate the presence of a role model as a stress-management variable.
Method
For our research purposes, university students were selected as the ideal participants for
optimizing data accuracy. The first major reason behind this selection is that alarmingly high
stress levels in university students were relatively common. This would prove beneficial to our
research, as a larger range of stress levels in the participants was expected to improve accuracy in
detecting psychological trends in university students during data analysis. Secondly, as the

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university period symbolizes the transition from childhood to adulthood, most students begin to
question their current values and ideal careers. A younger age group would most likely be overinfluenced by social propaganda, parental expectations and peer pressures to think critically,
while an older age group is less likely to be influenced by role models. As such, university
students were believed to accurately represent the psychology of the majority of young adults.
Both research aims needed to confirm proposed psychological trends pertaining to role
models in university students. In order to achieve optimal accuracy in the results, a substantial
number of university students would be required to provide personal information. Based on this
requirement, the distribution of an online questionnaire to universities across the country was
determined as the most effective strategy for data collection. As such, a questionnaire which
could accurately represent the stress levels in the participant as well as determine the presence
and nature of the participants role model would be needed.
The questionnaire was primarily intended to measure the current stress level of a student
as well as examine the nature of the students role model, if present. The first draft of the
questionnaire consisted mostly of open-ended questions. The rationale behind the decision to use
open-ended questions was to gather accurate results through indirect questioning. A pilot study
was conducted afterwards in order to test the dependability of the questionnaire. In the pilot
study, three undergraduates from Tsinghua University each participated in an interview. The
interview required participants to answer questions in a thorough and honest manner. However,
as data interpretation of the various answers proved to be difficult and time-consuming, it was
decided that a new questionnaire needed to be constructed.

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The final questionnaire included the Perceived Stress Scale (PSS) questionnaire (Cohen,
Kamarck, & Mermelstein, 1983; Cohen & Williamson, 1988). The PSS, a 10-item questionnaire,
is determined as a valid and accurate instrument in measuring the degree of stress in an
individual. In addition to the PSS, questions regarding the students role models were added to
the bottom of the questionnaire. After the final structure of the questionnaire was confirmed, the
questionnaire was distributed online via Sojump, a popular Chinese website which specializes in
data collection through personalized online questionnaires.
Results
A total of 99 university students from various universities across China submitted their
respective questionnaires online. However, 13 of the submissions were dropped from the data
analysis process as the students in question submitted incomplete questionnaires or provided
dubious answers in their forms. Subsequently, a total of 86 submissions fulfilled the necessary
requirements for analysis. Previous research theorized gender differences to have minimal
impact on the variables analyzed in the study (Lockwood & Kunda, 1997). Data analysis verified
this assumption (with the sole exception of male university students bearing a slightly higher
mean stress level) and is therefore regarding any further discussion on this subject as
unnecessary.
Thorough analysis of the provided data led to promising results. Through utilization of
the PSS, the stress levels of university students were accurately determined. In addition to the
questions on the PSS, students were also asked to affirm the presence of a role model in their
lives. Assuming a role model was present, they were further asked to determine the physical
closeness of their role models (i.e., whether the role model was an acquaintance or a well-known

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figure). Thus, each questionnaire from the PSS was sorted into three categories: 1) presence of a
role model as a community member, 2) presence of a role model as a celebrity, or 3) absence of a
role model.
As indicated in Table 1, the average stress level amongst university students was
determined to be at 53.03%. The two categories in which a role model was present both scored
lower than average stress levels with a total average of 48.77%, while their counterpart displayed
an above average stress level at 56.25%. Notably, the celebrity role model category exhibited a
significantly lower average stress level than the community role model category, with the former
at 44.11% and the latter at 51.94%. Figure 1 provides a visual representation of the data.
Discussion
The results from data analysis provide credible information to support our hypothesis,
which suggests that the presence of a role model and a university students stress level are
correlated. The original hypothesis was based on the assumption that the presence of a role
model can inspire and motivate a student. Role models can serve as a reflection of ones selfpotential, therefore spurring the student to persevere and increasing his or her stress tolerance
threshold. Therefore, it is logical to assume that a stronger willingness to persevere would result
in lower stress. The results display a significant difference in psychological stress levels between
students with a role model and those without, in accordance with the original hypothesis.
As expected, a student with a role model is likely to be more efficient at managing stress
than one without a role model. However, an intriguing observation resulting from the study was
the noticeable difference in students stress levels based on their respective role models physical
closeness. Those who were personally acquainted with their role model were found to possess

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significantly higher stress levels than those who merely acknowledge their role models
achievements. A possible reason for this phenomenon may be closely related to the magnitude of
the role models achievements in his or her respective field. Celebrity role models are known
globally for their outstanding contributions to society, while community-based role models
achievements largely are comparatively miniscule. Role models with relatively acknowledgeable
achievements may incite greater ambitions in their respective followers, thereby augmenting
their perseverance capacity and stress tolerance. One who admires a celebrity role model is
therefore assumed to foster greater ambitions for the future than one who admires a role model in
his or her local community.
A second possible reason pertains to the students expectations of their role models.
Followers of well-known role models are expected to perceive their role models those who
possess outstanding abilities and/or qualities, symbolize noble values and achieve the impossible.
Celebrity role models are often perceived as flawless in the perception of the follower. Although
this point of view is often misguided, it may result in a stronger assurance of self-potential within
the follower, therefore strengthening his or her self-confidence. On the contrary, personal
acquaintance with ones personal role model is expected to induce a grounding effect by
restricting ones expectations within realistic limitations. As a direct observer, the follower is
expected to recognize discrepancies in the behavior and actions of his or her role model. These
observations would shatter the illusion of a perfect role model and imbue a sense of realism
within the follower. Therefore, the followers expectations for the future are lowered
considerably, resulting in lower ambitions for the future. Both results of these hypothetical
situations, although originating from different causes, are believed to directly affect the amount
of ambition in a follower while accordingly affecting his or her perseverance capacity. The

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conducted research delivers promising suggestions that the presence of a role model with certain
qualities can create a positive influence on the psychological well-being of a university student.
Our findings serve as a footpath to isolating one of the variables which may directly impact
perceived stress in university students, thus greatly benefitting the psychological well-being of
the next generation of university students.
As correlation is not equivalent to causation, the results from this study are far from
conclusive. No amount of qualitative data can sufficiently prove the direct impact of the presence
of a particular role model on the psychological state of his or her follower. Currently, the means
in which we can positively ascertain the impact of the presence of a role model is only through
the involvement of complex physiological technology (e.g. fMRI). However, our findings
strongly suggest that the presence of a role model directly impacts the capacity for hard work in
a university student. Results obtained from this study additionally suggest that the physical
closeness of a role model influences psychological stress levels to a significant degree.
Although physical closeness has been determined as a viable category in measuring the
impact of a role model on psychological stress, further research on this subject would be an
enormous contribution to both the fields of psychology and sociology. An extension of our
research which can affirm causation between the presence of a role model and stress levels in
university students would be ideal. Suggested research topics to complement our research
findings on role models include the discovery of other shared qualities of role models which
positively affect the psychological health of university students (e.g. shared values, magnitude of
accomplishments, etc.). Results obtained from these studies can be utilized by counselors,
teachers or parents in providing the future generation with an effective role model not only to be
used as a form of stress management, but additionally as a potential target to reach and surpass.

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Table 1
Perceived Stress Based on the Presence of a Role Model

Present
Community
Celebrity
Absent

Mean PSS Score (maximum score of 40)

19.51
20.78
17.65
22.50

Corresponding Stress Percentage

48.77%
51.94%
44.11%
56.25%

Note. All Perceived Stress Scale (PSS) scores are calculated using the PSS questionnaire
guidelines from Cohen, Kamarck, & Mermelstein (1983) and Cohen & Williamson (1988).

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25

20

15
Total

PSS Scores
10

Community
Celebrity

0
Present

Absent

Presence of a Role Model

Figure 1. Mean Perceived Stress Scale (PSS) results categorized based on the presence of a role
model and sub-categorized based on the physical closeness of the role model.
Note. All PSS scores are calculated using the PSS questionnaire guidelines from Cohen,
Kamarck, & Mermelstein (1983) and Cohen & Williamson (1988).

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