Social Learning Theory of Aggression

Albert, Bandura

doi:10.4324/9781315080390-7

Cited by 11 publications

(8 citation statements)

References 1 publication

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“…1) behaviour is learned through observations 2) behaviour is learned through classical conditioning i.e. punishment and reinforcement 3) cognitive factors such as attention, retention, and motivation play an important role in adopting any behaviour 4) behaviour cannot be changed or modified through learning (Albert, 2017). The social learning theory aims to explain human violence through direct observation and imitation.…”

Section: Social Learning Theory Of Aggressionmentioning

confidence: 99%

Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children

Bashir,

Ilyas,

Awan

et al. 2024

AESSR

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This quantitative study aimed to explore the impact of dysfunctional parenting on aggression and disruptive behaviour among children. The data were collected from 100 children studying at different institutes in Rawalpindi, using a purposive sampling technique. The participants of the study varied in age between 11-14 years. Three scales, that is, the Parenting Scale (PS), the Aggression Scale (AS), and the Disruptive Behaviour Sale Professed by Students (DBS-PS) were used for data collection. The data analysis was performed using correlation analysis, linear regression, and independent sample T-test. It was hypothesized that dysfunctional parenting would be positively correlated with aggression and disruptive behaviour, and dysfunctional parenting would have a significant impact on aggression and disruptive behaviour. The findings revealed that dysfunctional parenting was positively correlated with disruptive behaviour, but not with aggression. On the other hand, aggression and disruptive behaviour were positively correlated. Moreover, it was also proved that dysfunctional parenting had a significant impact on aggression and disruptive behaviour. However, there were no significant gender differences to be found in the study outcomes. This research will help to fill the gap in the research on student aggression and dysfunctional parenting.

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Section: Social Learning Theory Of Aggressionmentioning

confidence: 99%

Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children

Bashir,

Ilyas,

Awan

et al. 2024

AESSR

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“…Rumjaun and Narod (2020) posit that the learning process occurs through observing and imitating other people's behaviours. The theory further avers that people's learning of new behaviours may be influenced by observing and imitating the behaviours of people they perceive as significant to them (Albert 2017). These people can be family members, friends, and community leaders and members.…”

Section: School Management and School-based Violencementioning

confidence: 99%

“…The Social Learning Theory highlights the four prominent ways in which learners can develop and adopt violent behaviours in school settings, namely, observational learning of violent behaviours, modelling violent role models, reinforcement, and media influence (Albert 2017;Burdick 2014;Jin 2021;Rumjaun and Narod 2020). Observational learning of violent behaviours among learners remains a pervasive problem (Wang et al 2015).…”

Section: School Management and School-based Violencementioning

confidence: 99%

Preventative Strategies to Curb School Violence: A Case Study of Selected Schools in Hhohho District of Eswatini, Mbabane

Sibisi,

Mpofu

2024

Social Sciences

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The violence occurring in schools is a concerning phenomenon with pervasive implications for learners, teachers, and communities. Its impact culminates in fear, stress, and a reduced sense of safety among learners and teachers. Its consequences extend beyond physical harm, thus affecting an individual’s mental well-being. This study provides a precis of the comprehensive nature of school violence and preventative strategies meant to curb this phenomenon. This study employed a case study design located within the interpretative paradigm. A qualitative approach was used to delve into the perceptions of learners and educators on the nature of school violence and measures that could be adopted to prevent it. Thirty (n = 30) participants involving ten learners (n = 10), ten parents (n = 10), and ten educators (n = 10) were purposively sampled. Ten learners participated in focus-group discussions, with five learners representing each school located in Mbabane, Eswatini (Imbabane Central and Mater Dolorosa High Schools). Semi-structured interviews were conducted with 10 teachers and 10 parents (5 parents and 5 teachers from each school). A lack of effective methods of disciplining learners was identified as a cause of bullying and aggressive behaviours among learners. The findings reflect that violence is deeply rooted in harmful social norms, with corporal punishment being widely advocated by the participants. The findings indicate a crucial need for adopting an integrated and collaborative approach to the development and implementation of effective preventative measures.

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“…Motivation refers to the emulation of the behavior. It is also known as vicarious reinforcement which involves learning through observing the consequences of the actions of other behaviors rather than involving direct experiences (see the latest social learning interpretations in the research work of Albert, 2017;O'Rorke, 2006;Rumjaun & Narod, 2020).…”

Section: Iv)mentioning

confidence: 99%

The Role of Social Media in Proliferating Violent Behavior Among College Students in District Layyah, Pakistan

Fatima¹,

Sattar²,

Imdadullah³

et al. 2022

RAMSS

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The usage of social media is the biggest catalyst that causes behavioral transitions among the younger age cohort. In the recent era of digitalization, the youth especially college students are addicted to various social media apps such as Facebook, Tik Tok, Twitter, Whats app, and Youtube. This younger age bracket used digital media to watch violent-based entertainment content, pornographies, and video games. Aligning this,cross-sectional survey research design was conducted in the four registered colleges of Layyah, Pakistan. A total sample size of N=263 respondents was selected through a de-facto method. Questionnaire was used as a tool for the data collection process. The responses of the participants were gathered and analyzed through SPSS Version-21. The findings of the study revealed that the younger students above the age of 18 years i.e. n=157 (59.7%), who belonged to the nuclear family system(n=123, 46.8%), had low parental education (n=53, 20.2%), and had a family income of ?30,000PKR (n=96, 36.5%) were more involved in the usage of social media apps which proliferates their violent behavioral conduct. Moreover, playing violent video games (n=210, 79.8%), watching action-based movies (n=217, 82.5%), destruction of someone's possessions (n=164, 62.4%), and watchinga person shooting (n=177, 67.3%) were the major parameters that played an imperative role in amplifying the violent behavior among college students. In conclusion, to share carrier goals, information, innovations, and methods of expression, students used social media sites for various action-based audio-visual content. The vigilance provided by the parents along with college administration and teachers can help to mitigate the role of social media in proliferating violence among youth in the study context.

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Social Learning Theory of Aggression

Cited by 11 publications

References 1 publication

Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children

Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children

Preventative Strategies to Curb School Violence: A Case Study of Selected Schools in Hhohho District of Eswatini, Mbabane

The Role of Social Media in Proliferating Violent Behavior Among College Students in District Layyah, Pakistan

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