The Experts below are selected from a list of 279 Experts worldwide ranked by ideXlab platform
Joan E. Grusec - One of the best experts on this subject based on the ideXlab platform.
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Social Learning Theory and developmental psychology: The legacies of Robert Sears and Albert Bandura.
Developmental Psychology, 1992Co-Authors: Joan E. GrusecAbstract:Social Learning Theory began as an attempt by Robert Sears and others to meld psychoanalytic and stimulus-response Learning Theory into a comprehensive explanation of human behavior, drawing on the clinical richness of the former and the rigor of the latter. Albert Bandura abandoned the psychoanalytic and drive features of the approach, emphasizing instead cognitive and information-processing capacities that mediate Social behavior. Both theories were intended as a general frame-work for the understanding of human behavior, and their developmental aspects remain to be worked out in detail. Nevertheless, Bandura has provided a strong theoretical beginning: The Theory appears to be capable of accounting well for existing developmental data as well as guiding new investigation. This article offers an evaluation of Social Learning Theory from a historical perspective. It focuses on the work of two major exponents of the position: Robert Sears and Albert Ban-dura. The undertaking is somewhat difficult in the case of Ban-dura, because he continues to be an active contributor to psy-chology On the other hand, it is probably fair to say that Ban-dura's major substantive contributions to developmental psychology were in the work he and his students did during the 1960s and 1970s and that his energies now are directed more toward other fields such as health psychology. Thus the main focus here is on his research and Theory in the 1960s and 1970s which, of course, is also more easily seen in its historical con-text. This analysis of Social Learning Theory involves consideration of the work of two individuals who were very different in their approaches, even though united by a common theoretical label. Sears and Bandura were not collaborators at any point in their respective careers, although they were colleagues at the same university and had a strong influence on each other. Bandura is clearly the intellectual heir of Sears, influenced by but also reacting against the tradition that Sears represented. The two overlapped in their published contributions to Social develop-mental psychology by approximately 6 years (from Adolescent Aggression in 1959, the first book by Bandura and Richard Walters, to Sears, Rau, and Alpert's 1965 publication of Identi-fication and Child Rearing). However, except for a very brief theoretical overlap in Bandura and Walters (1959), they charted quite distinct courses for developmental psychology. What they did have in common was their use of a set of Learning principles to understand issues in human Social development. Hence the label of Social Learning theorist for each of them, although the form of Learning Theory was different for the two. For Sears it
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Social Learning Theory and developmental psychology the legacies of robert sears and albert bandura
Developmental Psychology, 1992Co-Authors: Joan E. GrusecAbstract:Social Learning Theory began as an attempt by Robert Sears and others to meld psychoanalytic and stimulus-response Learning Theory into a comprehensive explanation of human behavior, drawing on the clinical richness of the former and the rigor of the latter. Albert Bandura abandoned the psychoanalytic and drive features of the approach, emphasizing instead cognitive and information-processing capacities that mediate Social behavior. Both theories were intended as a general framework for the understanding of human behavior, and their developmental aspects remain to be worked out in detail
George E. Higgins - One of the best experts on this subject based on the ideXlab platform.
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Gender Differences in Software Piracy: The Mediating Roles of Self-Control Theory and Social Learning Theory
2020Co-Authors: George E. HigginsAbstract:To date, researchers have shown that males are more likely to pirate software from the Internet than females (Hollinger, 1993; Hinduja, 2001, 2003). The purpose of this paper is to determine if low self-control or Social Learning Theory can reduce the gender gap in software piracy. Using a nonrandom sample of college students, in four individual structural equation models, this study provides important results. First, gender differences do exist in software piracy from the Internet. Second, low self-control reduces the gender differences in software piracy. Third, Social Learning Theory reduces the gender gap in software piracy. Fourth, the gender differences in software piracy disappear when low self-control and Social Learning Theory are in the same model. Therefore, the main conclusion of this study is that low self-control and Social Learning Theory are necessary in the study for a complete understanding of software piracy.
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Self-control, Social Learning Theory, Social bonds and binge drinking: Results from a national sample
Journal of Substance Use, 2019Co-Authors: Anthony G. Vito, George E. Higgins, Brian P. Schaefer, Catherine D. Marcum, Melissa L. RickettsAbstract:ABSTRACTBinge drinking is still an issue among adolescents. The current study applies the theories of low self-control, Social Learning Theory, and Social bond Theory to adolescent binge drinking. ...
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Social Structure Social Learning Theory: Preventing Crime and Violence
Preventing Crime and Violence, 2016Co-Authors: Jason Nicholson, George E. HigginsAbstract:The purpose of this chapter is to provide an overview of Social Learning Theory. The overview presents the development of the Theory from its early historical criminological roots to the contemporary presentations of the Theory. These theoretical presentations are used to provide the foundation of prevention measures. Further, a review of the examination of the prevention programs based on Social Learning principles is examined.
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A Research Note on Adolescent Steroid Use: An Examination of Social Learning Theory and Self-Control Theory
Deviant Behavior, 2013Co-Authors: Anthony G. Vito, George E. HigginsAbstract:This study compared the criminological theories Social Learning Theory and low self-control to determine their effects on adolescent steroid use. The data for this study came from the 12th-grade survey of the 2009 Monitoring the Future Project Form 6 that is a nationally representative sample. We found that Social Learning Theory and the sex (i.e., male) of the adolescent are all significant predictors of adolescent steroid use.
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criminological Theory in the digital age the case of Social Learning Theory and digital piracy
Journal of Criminal Justice, 2010Co-Authors: Robert G Morris, George E. HigginsAbstract:To date, few studies had attempted to extend existing theories of crime to technology driven crimes, such as digital piracy. To address this gap in the literature, this study explored the ability of Akers' Social Learning Theory in explaining the likelihood of engaging in digital piracy. Also explored was the extent to which the Social Learning process mediated the impact of several noteworthy correlates of digital piracy among college students attending different universities (n = 585), relying on a structural equation modeling (SEM) framework. The findings were modestly supportive of Social Learning Theory as it may apply to digital piracy. The findings are discussed in the context of extending existing theories of crime to account for contemporary technology driven crimes, such as digital piracy. Policy implications and direction for future research are discussed.
Stephen Scott - One of the best experts on this subject based on the ideXlab platform.
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observational attachment Theory based parenting measures predict children s attachment narratives independently from Social Learning Theory based measures
Attachment & Human Development, 2014Co-Authors: Carla Matias, Thomas G Oconnor, Annabel Futh, Stephen ScottAbstract:Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment Theory-based and Social Learning Theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and Social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment Theory included sensitive responding and mutuality; measures derived from Social Learning Theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment Theory-based and Social Learning Theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of Social Learning Theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment Theory-based measures. In young children, there is some evidence that attachment Theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.
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Social Learning Theory parenting intervention promotes attachment based caregiving in young children randomized clinical trial
Journal of Clinical Child and Adolescent Psychology, 2013Co-Authors: Thomas G Oconnor, Carla Matias, Annabel Futh, Grace Tantam, Stephen ScottAbstract:Parenting programs for school-aged children are typically based on behavioral principles as applied in Social Learning Theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent–child relationship quality conceptualized by Social Learning Theory. The current study examined the extent to which a Social Learning Theory–based treatment promoted change in qualities of parent–child relationship derived from attachment Theory. A randomized clinical trial of 174 four- to six-year-olds selected from a high-need urban area and stratified by conduct problems were assigned to a parenting program plus a reading intervention (n = 88) or nonintervention condition (n = 86). In-home observations of parent–child interactions were assessed in three tasks: (a) free play, (b) challenge task, and (c) tidy up. Parenting behavior was coded according to behavior Theory using standard count measures of positive and negative parenting, and for attachment Theory using measures of sensitiv...
Carla Matias - One of the best experts on this subject based on the ideXlab platform.
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observational attachment Theory based parenting measures predict children s attachment narratives independently from Social Learning Theory based measures
Attachment & Human Development, 2014Co-Authors: Carla Matias, Thomas G Oconnor, Annabel Futh, Stephen ScottAbstract:Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment Theory-based and Social Learning Theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and Social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment Theory included sensitive responding and mutuality; measures derived from Social Learning Theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment Theory-based and Social Learning Theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of Social Learning Theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment Theory-based measures. In young children, there is some evidence that attachment Theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.
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Social Learning Theory parenting intervention promotes attachment based caregiving in young children randomized clinical trial
Journal of Clinical Child and Adolescent Psychology, 2013Co-Authors: Thomas G Oconnor, Carla Matias, Annabel Futh, Grace Tantam, Stephen ScottAbstract:Parenting programs for school-aged children are typically based on behavioral principles as applied in Social Learning Theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent–child relationship quality conceptualized by Social Learning Theory. The current study examined the extent to which a Social Learning Theory–based treatment promoted change in qualities of parent–child relationship derived from attachment Theory. A randomized clinical trial of 174 four- to six-year-olds selected from a high-need urban area and stratified by conduct problems were assigned to a parenting program plus a reading intervention (n = 88) or nonintervention condition (n = 86). In-home observations of parent–child interactions were assessed in three tasks: (a) free play, (b) challenge task, and (c) tidy up. Parenting behavior was coded according to behavior Theory using standard count measures of positive and negative parenting, and for attachment Theory using measures of sensitiv...
Thomas L Winfree - One of the best experts on this subject based on the ideXlab platform.
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the empirical status of Social Learning Theory a meta analysis
Justice Quarterly, 2010Co-Authors: Travis C Pratt, Christine S Sellers, Francis T Cullen, Thomas L Winfree, Tamara D Madensen, Leah E Daigle, Noelle E FearnAbstract:Social Learning Theory has remained one of the core criminological paradigms over the last four decades. Although a large body of scholarship has emerged testing various propositions specified by the Theory, the empirical status of the Theory in its entirety is still unknown. Accordingly, in the present study, we subject this body of empirical literature to a meta‐analysis to assess its empirical status. Results reveal considerable variation in the magnitude and stability of effect sizes for variables specified by Social Learning Theory across different methodological specifications. In particular, relationships of crime/deviance to measures of differential association and definitions (or antiSocial attitudes) are quite strong, yet those for differential reinforcement and modeling/imitation are modest at best. Furthermore, effect sizes for differential association, definitions, and differential reinforcement all differed significantly according to variations in model specification and research designs acr...
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Social Learning Theory self reported delinquency and youth gangs a new twist on a general Theory of crime and delinquency
Youth & Society, 1994Co-Authors: Thomas L Winfree, Teresa Vigil Backstrom, Larry G MaysAbstract:Social Learning Theory has been applied to a wide variety of criminal, delinquent, and deviant behavior. The current study examines the utility of applying selected elements of the Theory to the examination of youth gangs. The subjects consist of a stratified random sample of male and female 9th-grade public school students living in a southwestern state. Following the logic of Akers' variant of Social Learning Theory, we ask the following question: To what extent are attitudes toward gangs and gang activity, Social reinforcers and punishers, and differential associations linked to self-reported gang involvement and gang-related delinquency? We found that the Social Learning perspective provided considerable insights into gang membership. Our analysis of group-context offending was related to both Social Learning Theory and gang membership. Other forms of self-reported delinquency, however, while linked to Social Learning Theory, were unrelated to gang membership. These findings portend significant theore...