First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP3050672, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
PS2381, Degree course structure A.Y. 2017/18, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination PERSUASION AND SOCIAL INFLUENCE
Department of reference Department of Developmental Psychology and Socialisation
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge CATERINA SUITNER M-PSI/05

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/05 Social Psychology 6.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
4 2019 01/10/2019 30/09/2020 SUITNER CATERINA (Presidente)
CARRARO LUCIANA (Membro Effettivo)
GUIZZO FRANCESCA (Membro Effettivo)
MAASS ANNE (Membro Effettivo)
TIMEO SUSANNA (Membro Effettivo)

Prerequisites: It is useful a basic knowledge of general and social psychology and research methods in behavioral science.
Target skills and knowledge: The main goal of the course is to illustrate psychological processes of social influence, with a particular emphasis on the social dynamics of persuasion. The knowledge provided will contribute to the understanding and management of social influence phenomena at the interpersonal, intergroup, and mass media levels. Practical implications on persuasive communication in advertising and political campaigns will be discussed together with theoretical aspects. The goal is to provide both theoretical and methodological competencies, useful to understand the role of social communication in attitude formation, decision making and relations.
Examination methods: The final evaluation will include one open question and a multiple choice test. In the open question, students are asked to integrate the acquired theoretical knowledge proposing a simple research or intervention project. The tests in 15 multiple choice questions. Each correct answer is worth one point (there are no penalties for the wrong answers). The open answer is evaluated at a maximum of 16 points. The evaluation criteria of the open answer concern the relevance of the theoretical framework, the coherence of the project and its objectives with the theories of reference, and the accuracy in the terminology of the project description. For the presentation of the project, it is sufficient to describe a theoretical introduction, a description of the method / actions and the hypothesized results.
Assessment criteria: The final evaluation aims at verifying the comprehension of the presented topics, as well as the acquisition of relevant terminology and methodology. It will also assess the ability to integrate the contents and their application, together with critical thinking.
Course unit contents: The course consists of two modules, namely lectures, and workshops. In the lectures, the professor will illustrate the theories of persuasion, the processes of social influence, with particular attention to the perpetuation of stereotypes and prejudices. Theoretical perspectives of the psychology of communication and of cognitive processes at the bases of the social construction of attitudes, opinions, and behaviors will be addressed. Both subtle and blatant social influence processes will be discussed across different communication systems, namely verbal, non-verbal, and visual. Practical implications and applications to the fields of interpersonal communication and mass communication ( particularly advertising and political campaigns) are discussed.
The workshop module provides for the design and implementation of a project that exploits the skills that are acquired and systematized in the theoretical module. The outcome of the project will then be shared at a final moment.
Planned learning activities and teaching methods: Teaching strategies comprises frontal lectures, discussion of scientific studies and their applications, laboratory experiences in which students are involved in the design, construction and presentation of small research projects.
Additional notes about suggested reading: The students attending the lectures are provided with handouts and additional material.

For students not attenting the lectures, the material to be studied is the follow:

Petty, R. E., & Brinol, P. (2010). Attitude change. Advanced social psychology: The state of the science, 217-259.

Wood, W. (2000). Attitude change: Persuasion and social influence. Annual review of psychology, 51(1), 539-570.

Martin, R., & Hewstone, M. (2008). Majority Versus Minority Influence, Message Processing and Attitude Change: The Source‐Context‐Elaboration Model. Advances in experimental social psychology, 40, 237-326.
Textbooks (and optional supplementary readings)
  • MucchiI Faina A., Pacilli M.G., Pagliaro S., L'influenza sociale. Bologna: Il Mulino, 2012. Cerca nel catalogo
  • Cavazza, N, La persuasione. Bologna: Il Mulino, 2018. terza edizione Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Action learning
  • Story telling
  • Problem solving
  • Concept maps
  • Peer feedback
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)
  • Students peer review

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • qualtrics

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Reduced Inequalities