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Articoli di riviste sul tema "Social learning theory"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 10 marzo 2023

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1

KROHN, MARVIN D. "Social Learning Theory:". Theoretical Criminology 3, n. 4 (novembre 1999): 462–76. http://dx.doi.org/10.1177/1362480699003004006.

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Hanna, Richard C., Victoria L. Crittenden e William F. Crittenden. "Social Learning Theory". Journal of Marketing Education 35, n. 1 (31 gennaio 2013): 18–25. http://dx.doi.org/10.1177/0273475312474279.

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Blair, Jo Ellen. "Social Learning Theory". AAOHN Journal 41, n. 5 (maggio 1993): 245–49. http://dx.doi.org/10.1177/216507999304100506.

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4

Thyer, Bruce A., e Laura L. Myers. "Social Learning Theory". Journal of Human Behavior in the Social Environment 1, n. 1 (gennaio 1998): 33–52. http://dx.doi.org/10.1300/j137v01n01_03.

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5

Decker, Phillip J. "Social Learning Theory and Leadership". Journal of Management Development 5, n. 3 (marzo 1986): 46–58. http://dx.doi.org/10.1108/eb051615.

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6

Hironimus-Wendt, Robert J., e Larry Lovell-Troy. "Grounding Service Learning in Social Theory". Teaching Sociology 27, n. 4 (ottobre 1999): 360. http://dx.doi.org/10.2307/1319042.

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7

Brauer, Jonathan R., e Charles R. Tittle. "Social Learning Theory and Human Reinforcement". Sociological Spectrum 32, n. 2 (marzo 2012): 157–77. http://dx.doi.org/10.1080/02732173.2012.646160.

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8

Lersch, Kim Michelle. "Social learning theory and academic dishonesty". International Journal of Comparative and Applied Criminal Justice 23, n. 1 (marzo 1999): 103–14. http://dx.doi.org/10.1080/01924036.1999.9678635.

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9

Howell, Charles. "Democratic Education and Social Learning Theory". Philosophy of Education 61 (2005): 161–70. http://dx.doi.org/10.47925/2005.161.

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10

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, n. 1 (gennaio 2000): 27–37. http://dx.doi.org/10.1006/jnca.1999.0099.

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HERSHBERGER, WAYNE A. "Control Theory and Learning Theory". American Behavioral Scientist 34, n. 1 (settembre 1990): 55–66. http://dx.doi.org/10.1177/0002764290034001006.

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12

Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning". International Journal of Languages, Literature and Linguistics 7, n. 2 (giugno 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.

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Abstract (sommario):
Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.
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13

Kattari, Shanna K. "Examining Ableism in Higher Education through Social Dominance Theory and Social Learning Theory". Innovative Higher Education 40, n. 5 (26 febbraio 2015): 375–86. http://dx.doi.org/10.1007/s10755-015-9320-0.

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14

Jin, Yuxi. "Development and Application of Social Learning Theory". Learning & Education 10, n. 7 (7 giugno 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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Melo-Dias, Carlos, e Carlos Silva. "BANDURA SOCIAL LEARNING THEORY ON CONVERSATIONAL SKILLS TRAINING". Psicologia, Saúde & Doença 20, n. 1 (31 marzo 2019): 101–11. http://dx.doi.org/10.15309/19psd200108.

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16

Joseph, Sylvia. "Social Learning Theory Application on Bullying Phenomenon". Journal of International Business Research and Marketing 6, n. 6 (settembre 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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17

Molavi, Pooya, Alireza Tahbaz-Salehi e Ali Jadbabaie. "A Theory of Non-Bayesian Social Learning". Econometrica 86, n. 2 (marzo 2018): 445–90. http://dx.doi.org/10.3982/ecta14613.

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18

Price, Vincent, e John Archbold. "Development and application of social learning theory". British Journal of Nursing 4, n. 21 (23 novembre 1995): 1263–68. http://dx.doi.org/10.12968/bjon.1995.4.21.1263.

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19

Woodrow, Ann. "Child development: A social learning theory perspective". Child Care in Practice 7, n. 2 (giugno 2001): 130–40. http://dx.doi.org/10.1080/13575270108415316.

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20

Abbassi, Amir, e S. Dean Aslinia. "Family Violence, Trauma and Social Learning Theory". Journal of Professional Counseling: Practice, Theory & Research 38, n. 1 (marzo 2010): 16–27. http://dx.doi.org/10.1080/15566382.2010.12033863.

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21

Miller, Brooke, e Robert G. Morris. "Virtual Peer Effects in Social Learning Theory". Crime & Delinquency 62, n. 12 (10 luglio 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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22

Martire, Anthony, e Jean Lave. "Afterword: Social practice theory and learning work". International Journal of Training Research 14, n. 3 (settembre 2016): 256–66. http://dx.doi.org/10.1080/14480220.2016.1267833.

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23

Tomasello, Michael. "The social-pragmatic theory of word learning". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, n. 4 (1 dicembre 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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24

Chappell, Allison T., e Alex R. Piquero. "applying social learning theory to police misconduct". Deviant Behavior 25, n. 2 (marzo 2004): 89–108. http://dx.doi.org/10.1080/01639620490251642.

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25

Remtulla, Karim A. "A social theory perspective on e-learning". Learning Inquiry 2, n. 2 (14 giugno 2008): 139–49. http://dx.doi.org/10.1007/s11519-008-0032-6.

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26

KILGORE, DEBORAH W. "Understanding learning in social movements: a theory of collective learning". International Journal of Lifelong Education 18, n. 3 (maggio 1999): 191–202. http://dx.doi.org/10.1080/026013799293784.

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27

Chuang, Szufang. "The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development". Performance Improvement 60, n. 3 (marzo 2021): 6–14. http://dx.doi.org/10.1002/pfi.21963.

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28

Illeris, Knud. "Workplace learning and learning theory". Journal of Workplace Learning 15, n. 4 (luglio 2003): 167–78. http://dx.doi.org/10.1108/13665620310474615.

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29

Torgesen, Joseph K. "Learning Disabilities Theory". Journal of Learning Disabilities 19, n. 7 (agosto 1986): 399–407. http://dx.doi.org/10.1177/002221948601900708.

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30

Park, Ji Su, e 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, n. 1 (31 marzo 2021): 27–53. http://dx.doi.org/10.19034/kayw.2021.23.1.02.

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31

Thomas, Christine Ann, e Dr P. Nagaraj Dr. P. Nagaraj. "Improving accuracy in Business English through integration of Social Learning theory - An experimental study". International Journal of Scientific Research 3, n. 1 (1 giugno 2012): 115–16. http://dx.doi.org/10.15373/22778179/jan2014/38.

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32

Thomas, Christine Ann, e Dr P. Nagaraj Dr. P. Nagaraj. "Improving Accuracy in Business English through Integration of Social Learning Theory - an Experimental Study". Global Journal For Research Analysis 3, n. 1 (15 giugno 2012): 1–2. http://dx.doi.org/10.15373/22778160/january2014/17.

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33

Wilson, Jessie, Colleen Ward e Ronald Fischer. "Beyond Culture Learning Theory". Journal of Cross-Cultural Psychology 44, n. 6 (15 luglio 2013): 900–927. http://dx.doi.org/10.1177/0022022113492889.

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34

Lind, Johan, Stefano Ghirlanda e Magnus Enquist. "Social learning through associative processes: a computational theory". Royal Society Open Science 6, n. 3 (marzo 2019): 181777. http://dx.doi.org/10.1098/rsos.181777.

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Abstract (sommario):
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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35

Woodall, Jean. "From individual learning to social learning – reframing HRD theory and practice". Human Resource Development International 9, n. 2 (giugno 2006): 153–55. http://dx.doi.org/10.1080/13678860600819404.

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36

Rahman, Nur Shamsiah Abdul, Lina Handayani, Mohd Shahizan Othman, Waleed Mugahed Al-Rahmi, Shahreen Kasim e Tole Sutikno. "Social media for collaborative learning". International Journal of Electrical and Computer Engineering (IJECE) 10, n. 1 (1 febbraio 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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AKERS, RONALD L. "IS DIFFERENTIAL ASSOCIATION/SOCIAL LEARNING CULTURAL DEVIANCE THEORY?*". Criminology 34, n. 2 (maggio 1996): 229–47. http://dx.doi.org/10.1111/j.1745-9125.1996.tb01204.x.

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38

Sheehan, Eimear. "Assessing child development - social learning theory in practice". Child Care in Practice 3, n. 2 (dicembre 1996): 49–57. http://dx.doi.org/10.1080/13575279608410471.

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39

Rosenstock, Irwin M., Victor J. Strecher e Marshall H. Becker. "Social Learning Theory and the Health Belief Model". Health Education Quarterly 15, n. 2 (giugno 1988): 175–83. http://dx.doi.org/10.1177/109019818801500203.

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40

Tittle, Charles R. "Social Learning Theory and the Explanation of Crime". Contemporary Sociology: A Journal of Reviews 33, n. 6 (novembre 2004): 716–17. http://dx.doi.org/10.1177/009430610403300653.

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41

Artemeva, Natasha. "Toward a Unified Social Theory of Genre Learning". Journal of Business and Technical Communication 22, n. 2 (aprile 2008): 160–85. http://dx.doi.org/10.1177/1050651907311925.

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42

Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency". Educational Psychologist 39, n. 2 (giugno 2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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43

Scherer, Robert F., Janet S. Adams e Frank A. Wiebe. "Developing Entrepreneurial Behaviours: A Social Learning Theory Perspective". Journal of Organizational Change Management 2, n. 3 (1 marzo 1989): 16–27. http://dx.doi.org/10.1108/eum0000000001186.

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Abstract (sommario):
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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44

Abdullah, Aso, e Dhahir Ahmed. "Social motives for behavior in terms of social learning theory (Bandura)". Journal of Garmian University 9, n. 1 (1 marzo 2022): 136–43. http://dx.doi.org/10.24271/jgu.2022.151579.

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45

Thompson, Mindi N., e Jason J. Dahling. "Perceived social status and learning experiences in Social Cognitive Career Theory". Journal of Vocational Behavior 80, n. 2 (aprile 2012): 351–61. http://dx.doi.org/10.1016/j.jvb.2011.10.001.

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46

Solakoglu, Ozgur, e Durmus A. Yuksek. "Delinquency Among Turkish Adolescents: Testing Akers’ Social Structure and Social Learning Theory". International Journal of Offender Therapy and Comparative Criminology 64, n. 5 (31 dicembre 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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47

Bektaş, Çetin, e Rima Fayad. "Learning framework using social media networks". Global Journal of Information Technology: Emerging Technologies 7, n. 1 (27 giugno 2017): 8–13. http://dx.doi.org/10.18844/gjit.v7i1.1933.

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Abstract Social media networks are being used heavily by people from different social, economic, and educational backgrounds all over the world. University, college, and high-school students constitute a main faction of social media network users. In this study, a framework for student learning using social media network environment is developed. The framework is founded in the self-determination theory (SDT). The self-determination theory is one of the important theories of motivation and personality. Its focus is geared towards both intrinsic and extrinsic motivation issues. It addresses three universal innate and psychological needs: competence, autonomy, and psychological relatedness. A person’s social environment necessitates caring for these three needs in order for the person to actualize their potential, function and grow optimally. In addition to creating the social environment that caters for students’ psychological needs, for a new framework of learning using social media to be successfully adopted by students it needs to address their cognitive, emotional and contextual interests. Towards this end, this study explores and founds the conceptual grounds of a social media learning framework. Keywords: Social media network, learning, self-determination theory, motivation, competence, autonomy, relatedness.
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48

Tolle, Heather. "Gang Affiliation as a Measure of Social Structure in Social Structure Social Learning Theory". Deviant Behavior 38, n. 8 (29 settembre 2016): 870–78. http://dx.doi.org/10.1080/01639625.2016.1206712.

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49

Atta, Mai, e John Holst. "Deriving a theory of learning from social movement practices". European Journal for Research on the Education and Learning of Adults 14, n. 1 (14 febbraio 2023): 177–96. http://dx.doi.org/10.3384/rela.2000-7426.4334.

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Abstract (sommario):
The field of Adult Education is rich with general theories of learning but limited in terms of theories that inform social movement learning (SML). Today, there are several conceptualizations of SML, but little learning theory development based directly on empirical studies of SML. This article aims to present findings from a systematic literature review of empirical studies on social movement learning (SML). We collected and identified 69 empirical studies focusing on adult learning and education within social movements for this literature review. We purposely focused on empirical research studies and did not include works that conceptualise or theorise social movement learning outside of actual empirical studies of SML. From our review of empirical studies, we have identified five elements we believe could serve as the foundation of a theory of learning and education in social movements.
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50

Wilhite, Harold. "Insights from social practice and social learning theory for sustainable energy consumption". Flux N° 96, n. 2 (2014): 24. http://dx.doi.org/10.3917/flux.096.0024.

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