1. Introduction
Researchers began researching conformity as early as in 1759. In his “Theory of Moral Sentiments” [
1], Adam described conformity as “herding,” that is, a kind of “mechanical imitation,” an irrational and unconscious social contagion [
2] or “instinctive imitation” [
3,
4], also known as “herd behavior” [
5]. Most scholars believe that conformity is the process by which a person changes his original idea and attitude in response to group pressure and chooses to be consistent with the majority [
6,
7]. People change their opinions to conform to the majority [
8]. It is also customary to refer to herding behavior because conformity results from group pressure [
9]. However, experimental studies show that there is a degree of conformity in case of group size being one or two [
10], but when it increases to more than five people, the herding behavior does not increase [
11]. Therefore, Moscovici adopted a different approach and proposed the concept of minority influence [
12]. Experiments conducted in 1969 suggested that uncertainty caused by social conflict is likely to lead to majority and minority holding the same view [
13]. This is contradictory [
14], as two opposing causes cannot produce the same phenomenon (i.e., external factors can affect conformity, but cannot explain the nature of conformity). For this reason, we propose internal attribution according to nature [
15].
Currently, research on SRC behavior pertains to two aspects: contextual attribution and internal attribution. Intra-attribution is not exactly the same as traditional contextual attribution research [
16]. SRC behavior with a contextual attribution perspective refers to the fact that the university teachers exhibit consistent research behaviors under the influence of external pressure [
17]. Based on the contextual attribution studies pertaining to conformity research [
18], it can be observed that as per the mainstream view, SRC behavior is influenced by external factors [
19], as well as by the external context in which the individual is placed, in addition to normative scenarios [
20]. These studies provide important implications for advancing the theory and practice of compliance contextual attribution in the context of behaviorist theory, but psychological research must be based on the personality and traits, as individual’s internal factors, as the basis of research, and on the unconscious automatic processes and controllable conscious processes within the individual as the starting point of research [
21], in order to reflect the processing of external information within and to indicate the behavior of an individual [
22]. In contrast, SRC behavior explained by the internal attribution perspective refers to the fact that university teachers are likely to be influenced by internal and external information to produce different research motivation behaviors.
As early as in 1920s and 1930s, scholars were concerned about the importance of conformity research, conducted numerous experiments and drew inferences to verify the importance of conformity research. According to Allport, “cluster” conveys a kind of trust, not an implication for individuals in irrational situations. Scholars such as Sherif confirmed the occurrence of conformity behavior based on vague and uncertain contexts [
23], and scholars such as Asch confirmed the occurrence of conformity behavior in certain contexts [
24]. In the case of the experiment that was carried out to determine the conformity behaviors that are likely to arise in ambiguous contexts, Sherif [
25] believed the subject could not be sure of their own opinions. Although he had obtained some information, it was very vague. The situation he found at this time seemed to be unquestionable. This is not just an example of the subject’s conformity, as he felt that others had more information. While Asch wanted to demonstrate that social conformity is not always the result of blind and automatic conformity resulting from opinions of the majority. After the test, his conversations with each student revealed that those who developed conformity showed three types of distortion: perception distortion, judgment distortion, and behavior distortion. In recent years, scholars have started validating the findings of Asch and Sherif’s experiment, and hence some scholars are focusing on exploring the value of conformity in college education [
26] and college students’ learning [
27]. The latest study of the author proposes that college students’ learning conformity behavior refers to internal attribution of social information by individuals [
28]. However, few scholars have focused on conformity with respect to the research behavior of university teachers. Therefore, this paper intends to verify the significance of internal attribution of SRC behavior and the value of SRC research in promotion of college teachers’ research abilities.
Recently, scholars have started focusing on defining the subcomponents of conformity studies. Kassin Saul believed that individuals are likely to be affected by different social pressures, and classify herding behavior into conformity, compliance, and obedience [
29]. Conformity is an ignorant and automatic process that chooses behavior that is consistent with others in the face of stress. Compliance is a change in behavior that results because of requests from others. According to Kelman, 1958, conformity can be divided into compliance and acceptance. Compliance is a public expression of support for group norms or behaviors, but it does not change individuals’ attitudes and behaviors. Acceptance is the internalization of group norms and behaviors, in the form of guidelines and standards [
30]. In 2000, Nail put forward a fusion point of view [
31]. According to him conformity can be of three types: compliance, obedience, and acceptance. Compliance does not include the aspect of sincerity but only concerns obeying demands of others. Obedience involves compliance to a definite order to obtain a reward or avoid punishment. Acceptance is heartfelt obedience to others. In addition, the findings of the latest research conducted by the authors have classified college students’ learning conformity as learning compliance, learning abidance, and learning obedience [
28]. Based on the conceptual connotation of learning conformity [
32], it can be seen that the concept of SRC also focuses on exploring the inner psychological rules pertaining to college teachers’ research behavior, which reflects the differences in their research motivation that has practical significance for enhancing college teachers’ research motivation, thereby improving their research output. Additionally, this paper explores the specific classification of SRC behaviors and the multiple trigger mechanisms.
Despite a long history of research on conformity, the research on SRC is still at an initial stage. Therefore, it is essential to explore the laws of the SRC formation process and the types of internal attribution. Our study analyzes university teachers’ SRC, exploring the psychological process of information processing and the types of internal attribution in SRC, and analyzes the relationship between incentives of SRC and types of internal attribution. The research article comprises five sections:
Section 1 introduces the history and origin of internal attribution on conformity. The propositions and hypotheses of SRC have been discussed in
Section 2.
Section 3 presents detailed information pertaining to methodology, which involved in-depth interviews for analyzing the motivation and the types of internal attribution of SRC. Factor analysis used to verify the types of internal attribution and incentives for constructing the structural equation model on SRC has been illustrated in
Section 4. Finally, the results are presented in
Section 5.
6. Limitations and Recommendations for Future Research
Despite the academic contribution of this study, the following limitations exist: firstly, the study was conducted with college teachers in Shenyang, Liaoning Province, and the sampling range was limited to 7 of the 19 undergraduate universities in Shenyang. The data reflected can only illustrate the SRC types and motivational characteristics of college teachers in Shenyang, Liaoning Province, and the analysis of SRC types and motivational models of college teachers nationwide needs further research. Meanwhile, the sample size of this survey is 360, which meets the statistical sample size requirement, but the sample size must be increased in the future to make the study more general. Hence, the accuracy of classification of conformity motivation is likely to be affected. Future research will expand the scope of the survey. Secondly, the 3C2 and 3D2 hypotheses were rejected, as the model path analysis showed that the environment and social relationship incentives significantly affected obedience. Perhaps this is because the university teachers are in an environment or social relations full of competing interests, hence, further validation is required in the future. The psychology of research conformity is studied in the context of traditional Chinese culture, and some studies have shown that Chinese researchers are more emotionally motivated to be compliant [
58]. Finally, the qualitative study mainly used in-depth interviews with the aim of analyzing the types and motivational characteristics of SRC, but there are limitations, as the unstructured nature of the survey makes the results very susceptible to the interviewer’s own influence, and the integrity of the quality of the results is very dependent on the interviewer’s skill, which may lead to one-sided or superficial information obtained in the study.
The following aspects can be considered in future studies.
Firstly, in order to have a more comprehensive understanding of the types and triggering factors of SRC among college teachers, the scope and capacity of the sample should be increased in future studies, which can make the research results more rigorous and scientific.
Secondly, future research can use various qualitative research methods, in addition to in-depth interviews, case studies, and narrative studies, to understand the dynamics of college teachers’ scientific research from an all-round and multi-dimensional perspective, and explore the law of conformity from different perspectives.
Thirdly, future studies exploring SRC with an international perspective or comparative studies could be conducted to enrich the sample selection of SRC studies.