Syllabus Edition

First teaching 2017

Last exams 2026

De-Individuation & Aggression (AQA A Level Psychology): Revision Note

Exam code: 7182

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Updated on

De-individuation & crowd behaviour

  • De-individuation (Le Bon, 1895) refers to the tendency for people to lose their inhibitions and their sense of personal identity when they are part of a crowd 

  • When someone is part of a group, they lose their self-awareness and sense of autonomy, i.e., responsibility for their actions

  • People may find themselves behaving more aggressively than usual due to the effects of deindividuation, as it is easier to act with and part of the group rather than standing out, e.g.,

    • a football fan rioting with fellow fans after a match

    • a child going along with a gang of bullies who are tormenting another child

  • Crowds give individuals anonymity; it is much easier to act against character if someone is hidden in a crowd

    • This may explain why some people wear masks during riots or other crowd-led aggressive behaviour

  • Key factors which influence crowd-led deindividuation are the wearing of a uniform, acting in darkness, being in an altered state (drugs, alcohol), wearing a disguise

Examiner Tips and Tricks

Remember that the behaviour of crowds is not always negative. People should have a right to express their feelings via demonstrations – a crowd does not necessarily bring with it destructive or toxic intentions but instead it can be derailed by other forces, e.g., a hostile police force or a small group of trouble-causers who infiltrate the crowd and encourage aggressive, violent behaviour.

Deindividuation & self-awareness

  • As cited above, it is the loss of self-awareness that contributes to de-individuation

  • A loss of self-awareness brings with it anonymity and it is the effects of anonymity that contribute further to the processes of de-individuation as follows (Prentice-Dunn & Rogers, 1982):

    • Private self-awareness – individuals generally exercise this type of self-awareness, as it involves constant self-monitoring, i.e., acting according to social/personal/cultural moral codes or norms

    • Public self-awareness – once an individual is part of a crowd, their private self-awareness is reduced

      • they are less likely to be noticed (and, thus, judged) by others

      • they can break societal or cultural rules

      • they stop caring about how their behaviour would be perceived by others (as, presumably, everyone else is behaving badly too)

  • Once an individual is not part of the crowd anymore, e.g., they have gone home or they see someone they care about watching them, then the effects of anonymity wear off, and that person may be left with a sense of shame, guilt, even horror at what they have done

  • The dawn of the internet has brought with it ample opportunities for anonymity as people ‘hide’ behind usernames, avatars, false identities

    • Being at a distance from people with whom one will probably never meet is akin to the feeling of being part of an anonymous crowd

Research which investigates de-individuation & aggression

  • Kugihara (2010) – two different groups – one small, one large – were put in a simulated emergency situation: the degree of aggression used to escape the emergency was much stronger in the large group; ergo, the larger the group, the more likely it is that individuals will lose their personal self-awareness and behave aggressively

  • Newton et al. (1982) - female students who were either anonymous or identifiable to each other were given the opportunity to administer a loud noise to other students (each group  was designated with either an aggressive or a non-aggressive group norm): anonymous students administered significantly higher levels of noise than identifiable students regardless of whether the established group norm was aggressive or non-aggressive

  • Diener et al. (1976) – a naturalistic covert observation of 1,300 trick-or-treating children at Halloween who were assigned to three conditions and given an opportunity to steal sweets and money: significantly more stealing was done by children under conditions of anonymity and who were in a larger group

Evaluation of de-individuation & aggression

Strengths

  • There is a compelling body of research and anecdotal evidence to support the idea that de-individuation is linked to aggression

  • The processes and mechanisms of de-individuation could be applied to crowd situations in order to defuse tension and avert violence

Limitations

  • De-individuation does not necessarily lead to aggression; e.g., Crossey et al. (2021) used the theory that when people walk in time with each other (in synchrony), it increases good feeling about the group and produces prosocial behaviours: their study asked participants to simply imagine walking synchronously with a crowd, which resulted in participants feeling a sense of emotional closeness (affiliation) with the imagined group

  • It is difficult to measure de-individuation, as the process involves a range of complex, varying feelings and emotional states which are likely to differ from person to person

Issues & Debates

  • Deindividuation theory can be seen as socially sensitive, as it may portray crowd behaviour negatively, suggesting that people in groups are more likely to lose control and behave aggressively

    • This has implications for how protests and group gatherings are viewed and policed, potentially reinforcing prejudice or stereotyping of certain groups

  • Deindividuation theory takes a nomothetic approach, aiming to establish general laws of behaviour in crowds (e.g., anonymity = more aggression)

    • While useful for making broad predictions, it may overlook idiographic factors, such as personality traits, past experiences, or moral reasoning, that influence whether someone actually becomes aggressive in a group

Worked Example

Here is an example of an AO1 question you might be asked on this topic:

AO1: You need to demonstrate knowledge and understanding of key concepts, ideas, theories and research.

Q. Which of the following two features are part of the de-individuation explanation of aggression? 

a)  The importation model

b) Public self-awareness

c) Observational learning

d) Anonymity

[2 marks]

Mark scheme and guidance:

  • The correct answers are b) and d)

    • a) is incorrect, as it is a feature of institutionalisation (a dispositional explanation of aggression)

    • c) is incorrect, as it is a feature of the social learning theory explanation of aggression

  • You must select only two options; choosing more may result in receiving no marks

You've read 0 of your 5 free revision notes this week

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Reviewer: Lucy Vinson

Expertise: Psychology Content Creator

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.