Application Of Social Learning Theory Research Articles

Managing employee self-esteem in higher education: impact on individuals, organizations and society

PurposeOrganizations increasingly promote the health and well-being of their employees. There is a growing need for organizations to develop a long-term humanistic approach towards their workforce. This study aims to examine how self-esteem influences the organization, the employee and society within the context of higher education institutions.Design/methodology/approachThe research has been carried out among the teaching and research staff of a higher education institution in Spain. For this, a structured questionnaire was used. Data analysis was conducted using 272 valid questionnaires. A linear regression analysis was used to examine the relationship between self-esteem and the variables of the model.FindingsWe identified a positive correlation between self-esteem and productivity, job satisfaction and altruism, where significant differences were observed according to gender, age, seniority and professional category of the teaching staff. The results revealed that teachers with high self-esteem are more productive, satisfied and participate in more altruistic activities than their counterparts with low self-esteem.Originality/valueThis study reveals the importance that worker self-esteem has on their behavior in the work environment and in society as a whole, to improve the overall results of the organization. We identified self-esteem as an attribute that improves productivity, job satisfaction and altruism, that can be used to reduce job turnover intention and improve job retention levels, positively affecting the organization. We also contribute to the achievement of some Sustainable Development Goals. This study offers a theoretical contribution by extending the application of social learning theory to the context of self-esteem within higher education institutions.

Development and Application of Social Learning Theory

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.

Implementation of Albert Bandura's Social Learning Theory in Cultivating Clean and Healthy Life Behavior in Santri

This study aims to determine: (1) the application of social learning theory with the concept of modelling in fostering clean and healthy living behaviour in students. (2) the application of a clean and healthy lifestyle for students. (3) form of clean and healthy living behaviour in students. The type of research used is qualitative research using a qualitative approach. The data sources are the head of the cleanliness and health sub-division, the coordinator of cleanliness, and students. Data was collected using observation, interviews, and documentation and analyzed using data reduction, presentation, and drawing/conclusions. The study results were marked when the supervisors and coordinators had prepared a picket schedule and equipment for hygiene and health. Santri at the male centre dormitory in the Salafiyah Syafi'iyah by applying good and correct hand washing, applying cough etiquette, and doing Physical Distancing with sick people. Diligently wearing masks and maintaining personal hygiene and the boarding school environment. Providing education about this can be done through counselling or by using the media in posters.

Application of Albert Bandura Social Learning Theory in PAI Learning at Al-Wafa Ciwidey SMP Bandung

This article discusses the application of social learning theory which aims to determine the application of the social concept of the Albert Bandura theory at Al-Wafa Ciwidey Junior High School in Bandung, the supporting factors for the application of the Albert Bandura social learning theory at Al-Wafa Ciwidey Middle School Bandung, the inhibiting factors for the application of Albert Bandura social learning theory at SMP Al-Wafa Ciwidey Bandung. This type of research is a qualitative descriptive with a phenomonological approach. Retrieval of data through the method of observation, interviews. The data source is the teacher of Islamic religious education subjects. After that, it is analyzed by drawing conclusions. The results of this study, the application of social learning theory with the concept of modeling principles in Islamic religious education learning at Al-Wafa Middle School have been applied to aspects of attention, retention, production, and motivation. And the supporting factor in the application of social learning theory is the ability of teachers which includes pedagogic, professional, personal and social skills in guiding, directing and encouraging students to be active during the learning process as well as interesting learning media. While the inhibiting factor is the low motivation of students to learn and less varied learning media. The impact of the application of social learning theory at SMP Al-Wafa Ciwidey Bandung is that students become more ready to learn because at the initial stage the attention stage has been carried out. Then finally students become more motivated because of the reward and punishment system and usually students will be more motivated when learning is packaged in activities such as games.

Application of Albert Bandura Social Learning Theory in PAI Learning at Al-Wafa Ciwidey SMP Bandung

This article discusses the application of social learning theory which aims to determine the application of the social concept of the Albert Bandura theory at Al-Wafa Ciwidey Junior High School in Bandung, the supporting factors for the application of the Albert Bandura social learning theory at Al-Wafa Ciwidey Middle School Bandung, the inhibiting factors for the application of Albert Bandura social learning theory at SMP Al-Wafa Ciwidey Bandung. This type of research is a qualitative descriptive with a phenomonological approach. Retrieval of data through the method of observation, interviews. The data source is the teacher of Islamic religious education subjects. After that, it is analyzed by drawing conclusions. The results of this study, the application of social learning theory with the concept of modeling principles in Islamic religious education learning at Al-Wafa Middle School have been applied to aspects of attention, retention, production, and motivation. And the supporting factor in the application of social learning theory is the ability of teachers which includes pedagogic, professional, personal and social skills in guiding, directing and encouraging students to be active during the learning process as well as interesting learning media. While the inhibiting factor is the low motivation of students to learn and less varied learning media. The impact of the application of social learning theory at SMP Al-Wafa Ciwidey Bandung is that students become more ready to learn because at the initial stage the attention stage has been carried out. Then finally students become more motivated because of the reward and punishment system and usually students will be more motivated when learning is packaged in activities such as games.

Application of Bandura’s Social Learning Theory in the Moral Education of Secondary Vocational College Students

In recent years, with the high rate of juvenile delinquency, people pay more attention to the moral education of students in secondary vocational colleges. Based on the framework of social learning theory, this paper explores the systematic and comprehensive application of social learning theory in the moral education course. From the cognition of the behavior to the selection and internalization of the representation of the model behavior, and finally the selective externalization of the representation symbol to generate the behavior, the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step, assisting students to establish correct outlook on life and values, and cultivating their “key abilities.” When students face a complex and diverse social environment, they can make judgments in line with the general moral standards of the society, and then seek to improve the effectiveness of the moral standards of secondary vocational students, and strive to maximize the effectiveness of moral education.

Killing for God: Akers’ Social Learning Theory Applied to the Case of Daniel Lafferty

Akers’ Social Learning Theory (SLT), esteemed among the general theories of crime, provides an overarching framework for understanding the development of criminal attitudes and behaviors. This paper utilizes a case study approach to view a double homicide committed in the name of religious ideology through the theoretical lens of SLT. Examination of the subject’s upbringing sheds light on his vulnerability to influence and potential to do harm. In an era of increasingly divergent ideologies, the application of Social Learning Theory can illuminate the process of radicalization, help identify those at risk, and suggest potential points of intervention

Pendekatan Kognitif Sosial pada Pembelajaran Pendidikan Agama Islam

The purpose of this study is to find out about the form of social cognitive theory approach from Bandura which can be applied to the learning of Islamic Education in Schools. Based on several previous studies, the cognitive approach has widely applied to learned was the cognitive approach from Piaget. The method used in this research is qualitative research with library research approach. Based on the analysis of the literature study, the approach of the social cognitive theory that can be applied to the learning of Islamic Education learning is through observational learning or modeling which includes four processes namely the process of attentional, retention, reproduction, and motivational processes. The social-cognitive approach that can be applied to Islamic education learning is on the application; curriculum, teaching, and assessment. In addition, the application of social learning theory by means of modeling is not contrary to the teachings of Islam that encourage people to make the Prophet as a model or role model in life.

The Perpetuation of Online Hate: A Criminological Analysis of Factors Associated with Participating in an Online Attack

Online extremism, or the use of information technology to profess attitudes devaluing others based on a characteristic such as race, religion, gender, or sexuality, is a growing problem. This has led to myriad harmful effects for some who are exposed to online hate. A critical first step toward stemming the tide of online hate is understanding factors associated with its creation and spread. To that end, this analysis examines factors associated with joining an ongoing attack against a targeted group online. We use insights from four leading criminological theories – routine activity theory, social control theory, general strain theory, and social learning/differential association theory - to investigate who is likely to join an attack on a targeted group when they view such an attack occurring. Using data from a national sample of 15 – 36-year-old Internet users, we conduct an ordinal logistic regression analysis. Results show support for social control theory and strain theory, as low levels of self-control and online strain are both positively correlated with joining an online attack. Similarly, we find support for the applicability of social learning theory; close engagement with online friends and groups is related to an increased likelihood of joining in online hate. Routine activity theory, however, is less relevant for understanding our outcome. Taken together, our findings shed light on factors associated with the perpetuation of online hate, and, in doing so, offer avenues for reducing its growth.

環境管理と持続可能な開発のための 協働ガバナンス・プロセスヘの 「社会的学習(第二学派)」の適用に向けた理論的考察

環境管理と持続可能な開発のための 協働ガバナンス・プロセスヘの 「社会的学習(第二学派)」の適用に向けた理論的考察

Incivility Across the Nursing Continuum.

Incivility affects nurses throughout education and practice; it directly affects patient safety as well as nurses' decisions to remain in academia and clinical practice. This article reviews the current literature on incivility and proposes the application of social learning theory to evidence-based strategies that can be implemented to combat incivility.

Application of social learning theory in early clinical experience for nursing undergraduates: a qualitative research

Objective To explore the effect of application of social learning theory in early clinical experience through the analysis of the early clinical experience of nursing undergraduates. Methods A total of 27 undergraduates of Grade 2013 from School of Nursing of a university were recruited. Early clinical experience curriculum was set up and after participation, the students were required to write and submit their diaries. Phenomenological analysis method of qualitative research was adopted to analyze and summary the diaries. Results Through observation of the mentor role model study, the students had a more profound understanding of nursing major, and promoted professional emotion. Conclusions Social learning theory in clinical nursing undergraduates early experience course has achieved good results, which promote the common progress of students and teachers, and should be actively advocating and promotion. Key words: Social learning theory; Clinical experience; Nursing students; Qualitative research

Social Learning Theories—An Important Design Consideration for Geoscience Fieldwork

ABSTRACTThe nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing sense of identity from student, to geoscience student, to practicing professional geoscientist. Third, they help students to develop and build their own communities of practice within the field trips akin to the professional communities of practice they may be expected to contribute to, and pursue inbound trajectories into, in the future. Furthermore field trips encourage students to actively engage and initiate trajectories within the wider disciplinary geological community of practice. The building and effectiveness of communities of practice are important because the nature of geoscience as an integrative subject lends itself to relying on such communities. Therefore, the designers of field-trip programs should be aware of this social learning theory and ensure that working within communities of practice is integral to the activities they design. In so doing, we will produce graduates in the subject that will serve the requirements of industry and academia alike, in addition to other graduate careers. Students that most successfully participate in field trips are characterized by independence in their learning and increasing self-efficacy.

The Need for Executive Management to Positively Apply Social Learning Theory within the Banking Industry

Within this essay, I describe social learning theory, its benefits, and then propose how it can be applied among executive leadership within the banking industry to mitigate unethical conduct within the banking industry. In order to explain how social learning theory can be applied, I examine the economic and ethical environment which prevailed in major U.S. banks leading up to and during the financial crisis of 2007-2009. I present a theoretical model which depicts the unethical conduct of banks as a direct contributor to the 2007-2009 financial crisis. The model portrays bank leadership as moderator of the relationship between banks’ unethical conduct and the financial crisis of 2007-2009. Further, I discuss the benefits of social learning theory and propose that the positive application of social learning theory by banks’ executive leadership teams could have promoted ethical conduct within the banking industry and lessened the impact of the crisis. Moreover, I propose that the positive application of social learning theory can reduce the propensity for future crises within the banking industry.

Ergonomics in Design Processes: The Journey from Ergonomist toward workspace designer

The aim of this article is to study the learning processes that take place in an interactive research project, which involved university researchers as well as ergonomic practitioners. The project simultaneously developed and tested a new framework-designated Workspace Design-for intervention in workplace design processes in companies. The basic idea in Workspace Design was that ergonomists should take a new role and apply new participatory methods when involved as consultants. The course of the project was evaluated by the application of social learning theory. The goal was to find out if and why the ergonomic practitioners had learned to practice the new concept by themselves. The results confirm that learning to some extent took place with help from two different mechanisms: learning by interacting and learning by practicing. Three factors are of crucial importance to the successful transfer of a new framework to ergonomic practitioners: 1 the practitioners must take part in developing and testing the framework and the subsequent interpretation of results, 2 they must have the opportunity to practice the framework in the daily consultancy setting and then reflect on their experiences, and 3 their consultancy organization must be committed to adopt the new framework. © 2012 Wiley Periodicals, Inc.

Repetitive Intimate Partner Victimization: An Exploratory Application of Social Learning Theory

The research literature on intimate partner violence (IPV) has documented a number of poignant facts that serve as the foundation for this study. First, IPV is prevalent, frequent, and often repetitive. Moreover, repetitive violence within an intimate relationship tends to escalate over time, both in its frequency of occurrence and in its severity. We also know that decisions to leave the relationship do not guarantee that the violence will end. In addition, the phenomenon of “mutual combatancy,” prevalent in many intimate partner relationships, suggests that both parties in this dyadic process co-share the roles of offender and victim. Finally, we know that targets of IPV, like their abusers, tend to disproportionately come from families-of-origin in which violence and aggression were directly and/or vicariously experienced. These facts suggest that one possible starting point for the exploration of repetitive intimate partner victimization (R-IPV) may derive from an inter-generational transmission, or cycle of violence theory, suggested more formally in social learning approaches to criminal and deviant behaviors. The present study examines the extent to which measures of Akers' social learning constructs are able to predict repetitive intimate partner victimization. Self-report data on intimate partner violence among a sample of college students reveal the social learning theory variables, differential association and differential reinforcement in particular, are able to predict both the prevalence and frequency of predict repetitive intimate partner victimization.

Strategies for Creating Community in a Graduate Education Online Program

This article describes the practical application of social learning theory to build and sustain community in an asynchronous online learning environment. It presents ways that community-building can occur in a graduate online education program through the shared meaning-making processes occurring among students within and across interdisciplinary online courses as communities of practice emerge. Three professors share their experiences and strategies for developing, teaching, reflecting, and learning about creating communities of practice. Strategies include using interactive learning experiences, flexible grouping, extended online discussions, e-mail and journaling, video, digital storytelling, and power point presentations. Examples of online discussions show how student learning is situated in the group interactions revealing shared values, beliefs and practices generated within the online community.

COLLEGE STUDENTS AND BINGE DRINKING: AN EVALUATION OF SOCIAL LEARNING THEORY

ABSTRACT Although binge drinking is a prevalent and often problematic behavior among college students, there has been relatively little sociological research on this phenomenon. This study evaluates the applicability of social learning theory (Akers 19852000) to the binge drinking of a sample of approximately 1,500 students enrolled at four institutions of higher education. The social learning model explains approximately 45% of the variance in the binge drinking of these students. The results indicate that differential peer associations are by far the best predictor of this behavior. Other significant predictors include the definitions that students hold about binge drinking as well as their perceptions of the direct effects of alcohol consumption. These social learning variables also mediate the effects of demographic variables (i.e., gender, race, fraternity/sorority membership) on binge drinking. The results are discussed with respect to programs designed to prevent binge drinking. Possible directions for future research in this area are also suggested.

Development and application of social learning theory.

This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

Application of social learning theory to teaching ostomy care to parents of infants with ostomies.

Intestinal stomas are created in infants for a variety of conditions. A neonatal defect or illness has an intense emotional impact on the parents. The ET nurse is challenged to develop a teaching plan that integrates routine physical care of the infant with supportive emotional care for the parents to promote normal parent-infant attachment, effective coping, and normal growth and development of the infant with special needs. Bandura's Social Learning Theory provides the theoretic rationale for the plan of care developed in this article.