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Journal articles on the topic 'Akers’ social learning theory'

Author: Grafiati

Published: 11 December 2022

Last updated: 26 January 2023

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1

Cochran, John K., Jon Maskaly, Shayne Jones, and Christine S. Sellers. "Using Structural Equations to Model Akers’ Social Learning Theory With Data on Intimate Partner Violence." Crime & Delinquency 63, no. 1 (July 9, 2016): 39–60. http://dx.doi.org/10.1177/0011128715597694.

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Akers’ social learning theory (SLT) is one of the predominate theories of criminal behavior; moreover, its empirical validity has been consistently supported by the extant research literature. However, a number of limitations plague this literature: Rarely is the full social learning model tested such that all four social learning constructs are operationalized and, where complete tests are found, they have either focused near exclusively on substance use/abuse or have examined only the direct, independent effects of its key theoretical constructs. The present study employs structural equations to test a more complete SLT model against self-reported data on intimate partner violence. Doing so permits an examination of both the direct and indirect effects of differential association, imitation, definitions, and differential reinforcement as well as the reciprocal/feedback effects of intimate partner violence back onto these social learning constructs as explicated by Akers.

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2

Solakoglu, Ozgur, and Durmus A. Yuksek. "Delinquency Among Turkish Adolescents: Testing Akers’ Social Structure and Social Learning Theory." International Journal of Offender Therapy and Comparative Criminology 64, no. 5 (December 31, 2019): 539–63. http://dx.doi.org/10.1177/0306624x19897400.

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The purposes of this study are to examine how social learning processes and social structure correlate with delinquency among Turkish adolescents and to articulate to what extent Akers’s social structure and social learning (SSSL) theory explains delinquency in Turkey, which is a different cultural context from Western countries in terms of family structure, level of collectivism or individualism, religion, belief systems, and norms. This study contributes to the existing body of knowledge by providing the first study testing Akers’s theory in the Turkish context. Analyses, relying on a structural equation modeling (SEM) framework, showed that the social learning process accounted for a substantial amount of variation in explaining adolescent delinquency. We also found that social learning process somewhat mediates social structural effects on delinquency.

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3

Capece, Michael, and Lonn Lanza-Kaduce. "Binge Drinking Among College Students: A Partial Test of Akers’ Social Structure-Social Learning Theory." American Journal of Criminal Justice 38, no. 4 (May 1, 2013): 503–19. http://dx.doi.org/10.1007/s12103-013-9208-4.

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4

Kwon, Guhwan, 홍석호, and Soo Mi Jang. "A Systematic Literature Review of Studies on Juvenile Delinquency Applying the Akers Social Learning Theory." Health and Social Welfare Review 39, no. 2 (June 2019): 424–68. http://dx.doi.org/10.15709/hswr.2019.39.2.424.

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5

Simpson, J. H. "Social Learning and Social Structure: A General Theory of Crime and Deviance. By Ronald L. Akers. Northeastern University Press, 1998. 420 pp." Social Forces 78, no. 3 (March 1, 2000): 1171–73. http://dx.doi.org/10.1093/sf/78.3.1171.

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6

Kobayashi, Emiko, and David P. Farrington. "Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States." International Journal of Offender Therapy and Comparative Criminology 63, no. 10 (February 21, 2019): 1876–95. http://dx.doi.org/10.1177/0306624x19832168.

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The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.

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7

Gottfredson, Michael R. "Book ReviewsSocial Learning and Social Structure: A General Theory of Crime and Deviance. By Ronald L. Akers. Boston: Northeastern University Press, 1998. Pp. xx+420. $55.00." American Journal of Sociology 105, no. 1 (July 1999): 283–84. http://dx.doi.org/10.1086/210295.

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8

Choi, Jaeyong, and Nathan E. Kruis. "Low Self-Control, Substance-Using Peers and Intimate Partners, Pro-Drug Use Definitions, and Inhalant Use Among Convicted Offenders in South Korea." Journal of Drug Issues 51, no. 1 (September 27, 2020): 128–42. http://dx.doi.org/10.1177/0022042620961351.

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Hirschi has repeatedly argued that the relationship between social learning variables and crime is a product of “self-selection” driven by low self-control (LSC). Akers’ has suggested that social learning mechanisms, such as affiliations with deviant individuals and acceptance of criminal definitions, can mediate the effects of LSC on crime. Interestingly, there has been little comparative work done to explore this mediation hypothesis in the realm of substance use for offender populations outside of the United States. This study helps fill these gaps in the literature by exploring the potential mediation effects of social learning variables on the relationship between LSC and inhalant use among a sample of 739 male offenders in South Korea. Our results provide strong support for the mediation hypothesis that LSC indirectly influences self-reported inhalant use through social learning mechanisms.

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9

KROHN, MARVIN D. "Social Learning Theory:." Theoretical Criminology 3, no. 4 (November 1999): 462–76. http://dx.doi.org/10.1177/1362480699003004006.

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10

Hanna, Richard C., Victoria L. Crittenden, and William F. Crittenden. "Social Learning Theory." Journal of Marketing Education 35, no. 1 (January 31, 2013): 18–25. http://dx.doi.org/10.1177/0273475312474279.

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11

Blair, Jo Ellen. "Social Learning Theory." AAOHN Journal 41, no. 5 (May 1993): 245–49. http://dx.doi.org/10.1177/216507999304100506.

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12

Thyer, Bruce A., and Laura L. Myers. "Social Learning Theory." Journal of Human Behavior in the Social Environment 1, no. 1 (January 1998): 33–52. http://dx.doi.org/10.1300/j137v01n01_03.

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13

Decker, Phillip J. "Social Learning Theory and Leadership." Journal of Management Development 5, no. 3 (March 1986): 46–58. http://dx.doi.org/10.1108/eb051615.

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14

Hironimus-Wendt, Robert J., and Larry Lovell-Troy. "Grounding Service Learning in Social Theory." Teaching Sociology 27, no. 4 (October 1999): 360. http://dx.doi.org/10.2307/1319042.

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15

Brauer, Jonathan R., and Charles R. Tittle. "Social Learning Theory and Human Reinforcement." Sociological Spectrum 32, no. 2 (March 2012): 157–77. http://dx.doi.org/10.1080/02732173.2012.646160.

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16

Lersch, Kim Michelle. "Social learning theory and academic dishonesty." International Journal of Comparative and Applied Criminal Justice 23, no. 1 (March 1999): 103–14. http://dx.doi.org/10.1080/01924036.1999.9678635.

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17

Tu, Chih-Hsiung. "On-line learning migration: from social learning theory to social presence theory in a CMC environment." Journal of Network and Computer Applications 23, no. 1 (January 2000): 27–37. http://dx.doi.org/10.1006/jnca.1999.0099.

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18

HERSHBERGER, WAYNE A. "Control Theory and Learning Theory." American Behavioral Scientist 34, no. 1 (September 1990): 55–66. http://dx.doi.org/10.1177/0002764290034001006.

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19

Kattari, Shanna K. "Examining Ableism in Higher Education through Social Dominance Theory and Social Learning Theory." Innovative Higher Education 40, no. 5 (February 26, 2015): 375–86. http://dx.doi.org/10.1007/s10755-015-9320-0.

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20

Jin, Yuxi. "Development and Application of Social Learning Theory." Learning & Education 10, no. 7 (June 7, 2022): 183. http://dx.doi.org/10.18282/l-e.v10i7.3002.

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Social learning theory is the most mentioned theory in understanding people’s learning process. This theory mainly explains the learning process of individuals in a social environment. In a social environment, individuals can learn through imitation, observation, and modeling. Social learning methods take the thinking process into account and provide a more comprehensive explanation of human learning through understanding and observing the role of the learning process.

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21

Joseph, Sylvia. "Social Learning Theory Application on Bullying Phenomenon." Journal of International Business Research and Marketing 6, no. 6 (September 2021): 7–12. http://dx.doi.org/10.18775/10.18775/jibrm.1849-8558.2015.66.3001.

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This paper aims to examine the social learning theory utilization in countering the bullying phenomenon in Egypt. The paper investigates the consequences of bullying on mental and emotional health of the bullied person. The purpose of this research is to shed light on the bullying incidents happening in Egypt and its relationship with the social learning theory.

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22

Molavi, Pooya, Alireza Tahbaz-Salehi, and Ali Jadbabaie. "A Theory of Non-Bayesian Social Learning." Econometrica 86, no. 2 (March 2018): 445–90. http://dx.doi.org/10.3982/ecta14613.

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23

Price, Vincent, and John Archbold. "Development and application of social learning theory." British Journal of Nursing 4, no. 21 (November 23, 1995): 1263–68. http://dx.doi.org/10.12968/bjon.1995.4.21.1263.

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24

Woodrow, Ann. "Child development: A social learning theory perspective." Child Care in Practice 7, no. 2 (June 2001): 130–40. http://dx.doi.org/10.1080/13575270108415316.

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25

Abbassi, Amir, and S. Dean Aslinia. "Family Violence, Trauma and Social Learning Theory." Journal of Professional Counseling: Practice, Theory & Research 38, no. 1 (March 2010): 16–27. http://dx.doi.org/10.1080/15566382.2010.12033863.

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26

Miller, Brooke, and Robert G. Morris. "Virtual Peer Effects in Social Learning Theory." Crime & Delinquency 62, no. 12 (July 10, 2016): 1543–69. http://dx.doi.org/10.1177/0011128714526499.

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The current study examines the differential influence of face-to-face and virtual peers in predicting digital and traditional offending among college students through the lens of social learning theory (SLT). SLT components are explored to discern whether the theory holds for virtual peers, as it has for face-to-face peers using a structural equation modeling framework, thus making a substantial contribution to the social learning literature. Findings provide some support for SLT for both virtual only peers and the face-to-face peers model in relation to digital as well as traditional offending. In addition, findings suggest that virtual peer associations may be as important as traditional peer associations in explaining certain types of deviant behavior.

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27

Martire, Anthony, and Jean Lave. "Afterword: Social practice theory and learning work." International Journal of Training Research 14, no. 3 (September 2016): 256–66. http://dx.doi.org/10.1080/14480220.2016.1267833.

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28

Tomasello, Michael. "The social-pragmatic theory of word learning." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 4 (December 1, 2000): 401–13. http://dx.doi.org/10.1075/prag.10.4.01tom.

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Some researchers have tried to explain early word learning via garden-variety learning processes and others by invoking linguistically specific “constraints” that help children to narrow down the referential possibilities. The social-pragmatic approach to word learning argues that children do not need specifically linguistic constraints to learn words, but rather what they need are flexible and powerful social-cognitive skills that allow them to understand the communicative intentions of others in a wide variety of interactive situations. A series of seven word learning studies demonstrate something of the range of communicative situations in which children can learn new words. These situations include many non-ostensive contexts in which no one is intentionally teaching the child a new word and the intended referent is not perceptually present at the time of the new word’s introduction. Language acquisition in general, and word learning in particular, is best seen as a special case of cultural learning in which children attempt to discern adults’ intentions toward their intentions toward things in the world.

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29

Chappell, Allison T., and Alex R. Piquero. "applying social learning theory to police misconduct." Deviant Behavior 25, no. 2 (March 2004): 89–108. http://dx.doi.org/10.1080/01639620490251642.

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30

Remtulla, Karim A. "A social theory perspective on e-learning." Learning Inquiry 2, no. 2 (June 14, 2008): 139–49. http://dx.doi.org/10.1007/s11519-008-0032-6.

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31

KILGORE, DEBORAH W. "Understanding learning in social movements: a theory of collective learning." International Journal of Lifelong Education 18, no. 3 (May 1999): 191–202. http://dx.doi.org/10.1080/026013799293784.

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32

Illeris, Knud. "Workplace learning and learning theory." Journal of Workplace Learning 15, no. 4 (July 2003): 167–78. http://dx.doi.org/10.1108/13665620310474615.

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33

Torgesen, Joseph K. "Learning Disabilities Theory." Journal of Learning Disabilities 19, no. 7 (August 1986): 399–407. http://dx.doi.org/10.1177/002221948601900708.

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34

Chuang, Szufang. "The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development." Performance Improvement 60, no. 3 (March 2021): 6–14. http://dx.doi.org/10.1002/pfi.21963.

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35

Wilson, Jessie, Colleen Ward, and Ronald Fischer. "Beyond Culture Learning Theory." Journal of Cross-Cultural Psychology 44, no. 6 (July 15, 2013): 900–927. http://dx.doi.org/10.1177/0022022113492889.

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36

Woodall, Jean. "From individual learning to social learning – reframing HRD theory and practice." Human Resource Development International 9, no. 2 (June 2006): 153–55. http://dx.doi.org/10.1080/13678860600819404.

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37

Park, Ji Su, and Ha Yong Kim. ""Multicultural Juvenile Delinquency in Korea: Application of general strain theory, social bond theory, and social learning theory"." Journal of Adolescent welfare 23, no. 1 (March 31, 2021): 27–53. http://dx.doi.org/10.19034/kayw.2021.23.1.02.

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38

AKERS, RONALD L. "IS DIFFERENTIAL ASSOCIATION/SOCIAL LEARNING CULTURAL DEVIANCE THEORY?*." Criminology 34, no. 2 (May 1996): 229–47. http://dx.doi.org/10.1111/j.1745-9125.1996.tb01204.x.

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39

Lind, Johan, Stefano Ghirlanda, and Magnus Enquist. "Social learning through associative processes: a computational theory." Royal Society Open Science 6, no. 3 (March 2019): 181777. http://dx.doi.org/10.1098/rsos.181777.

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Social transmission of information is a key phenomenon in the evolution of behaviour and in the establishment of traditions and culture. The diversity of social learning phenomena has engendered a diverse terminology and numerous ideas about underlying learning mechanisms, at the same time that some researchers have called for a unitary analysis of social learning in terms of associative processes. Leveraging previous attempts and a recent computational formulation of associative learning, we analyse the following learning scenarios in some generality: learning responses to social stimuli, including learning to imitate; learning responses to non-social stimuli; learning sequences of actions; learning to avoid danger. We conceptualize social learning as situations in which stimuli that arise from other individuals have an important role in learning. This role is supported by genetic predispositions that either cause responses to social stimuli or enable social stimuli to reinforce specific responses. Simulations were performed using a new learning simulator program. The simulator is publicly available and can be used for further theoretical investigations and to guide empirical research of learning and behaviour. Our explorations show that, when guided by genetic predispositions, associative processes can give rise to a wide variety of social learning phenomena, such as stimulus and local enhancement, contextual imitation and simple production imitation, observational conditioning, and social and response facilitation. In addition, we clarify how associative mechanisms can result in transfer of information and behaviour from experienced to naive individuals.

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40

Sheehan, Eimear. "Assessing child development - social learning theory in practice." Child Care in Practice 3, no. 2 (December 1996): 49–57. http://dx.doi.org/10.1080/13575279608410471.

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41

Rosenstock, Irwin M., Victor J. Strecher, and Marshall H. Becker. "Social Learning Theory and the Health Belief Model." Health Education Quarterly 15, no. 2 (June 1988): 175–83. http://dx.doi.org/10.1177/109019818801500203.

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42

Tittle, Charles R. "Social Learning Theory and the Explanation of Crime." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 716–17. http://dx.doi.org/10.1177/009430610403300653.

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43

Artemeva, Natasha. "Toward a Unified Social Theory of Genre Learning." Journal of Business and Technical Communication 22, no. 2 (April 2008): 160–85. http://dx.doi.org/10.1177/1050651907311925.

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44

Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency." Educational Psychologist 39, no. 2 (June 2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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45

Melo-Dias, Carlos, and Carlos Silva. "BANDURA SOCIAL LEARNING THEORY ON CONVERSATIONAL SKILLS TRAINING." Psicologia, Saúde & Doença 20, no. 1 (March 31, 2019): 101–11. http://dx.doi.org/10.15309/19psd200108.

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46

Scherer, Robert F., Janet S. Adams, and Frank A. Wiebe. "Developing Entrepreneurial Behaviours: A Social Learning Theory Perspective." Journal of Organizational Change Management 2, no. 3 (March 1, 1989): 16–27. http://dx.doi.org/10.1108/eum0000000001186.

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Research on entrepreneurial behaviour has been largely descriptive in nature. Critics of the field have called for an interdisciplinary approach to build theory. A social learning theory framework is proposed for explanation and prediction of entrepreneurial development. Research questions are posed and a model developed to guide future enquiry.

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47

Abdullah, Aso, and Dhahir Ahmed. "Social motives for behavior in terms of social learning theory (Bandura)." Journal of Garmian University 9, no. 1 (March 1, 2022): 136–43. http://dx.doi.org/10.24271/jgu.2022.151579.

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48

Thompson, Mindi N., and Jason J. Dahling. "Perceived social status and learning experiences in Social Cognitive Career Theory." Journal of Vocational Behavior 80, no. 2 (April 2012): 351–61. http://dx.doi.org/10.1016/j.jvb.2011.10.001.

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49

Rahman, Nur Shamsiah Abdul, Lina Handayani, Mohd Shahizan Othman, Waleed Mugahed Al-Rahmi, Shahreen Kasim, and Tole Sutikno. "Social media for collaborative learning." International Journal of Electrical and Computer Engineering (IJECE) 10, no. 1 (February 1, 2020): 1070. http://dx.doi.org/10.11591/ijece.v10i1.pp1070-1078.

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Research on the field of using social media has gained more importance in the recent days due to the rapid development of social media technologies. Looking at the behavioral intention and attitude of using social media for collaborative learning within Malaysian higher educational institutions and the influencing factors in this regard has received little attention by researchers. The study aims at examining the determinants that affect learners’ attitude and behavior intention regarding their use social media to achieve collaborative learning. Such examination is carried out by using the Theory Acceptance Model (TAM) and Unified Theory of Acceptance and Usage of Technology (UTAUT). A total of 243 participants were recruited for this study. The findings indicated that students’ attitudes and behavior are strong indicators of their intentions in terms of using social media in collaborative learning.

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50

Tolle, Heather. "Gang Affiliation as a Measure of Social Structure in Social Structure Social Learning Theory." Deviant Behavior 38, no. 8 (September 29, 2016): 870–78. http://dx.doi.org/10.1080/01639625.2016.1206712.

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