Low Self-Control, Moral Beliefs, and Social Learning Theory in University Students’ Intentions to Pirate Software

2006 ◽  
Vol 19 (2) ◽  
pp. 75-92 ◽  
Author(s):  
George E Higgins ◽  
Abby L Wilson
Keyword(s):  
Social Learning ◽  
University Students ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Self Control ◽  
Moral Beliefs ◽  
Low Self Control

Ideal Gender Identity Related to Parent Images and Locus of Control: Jungian and Social Learning Perspectives

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1187-1201
Author(s):  
Hiroko Shimoda ◽  
Soili Keskinen
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
University Students ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Male Students ◽  
Cultural Contexts ◽  
Japanese Students ◽  
Gender Images ◽  
The Ideal

In this research, we wanted to clarify how gender images are different or invariant and related to parents, attributes, and the attitude of controlling life (locus of control) in two cultural contexts, Japan and Finland. For this purpose, students' ideal gender images, consisting of ideal mother, female, father and male images, and parents' similarity to the four ideal gender images were studied in 135 Japanese and 119 Finnish university students. Major findings were (a) Japanese students' ideal gender images were more stereotypic than those of Finnish students; (b) students' ideal mother image and parents' similarity to the ideal mother image were related only to their sex, which supports Jung's theory; (c) students socially learned other ideal gender images, but these did not fit with expectation from social learning theory; (d) Japanese students' mothers are models or examples of gender images, but Finnish male students did not seem to base their ideal gender images on their parents. Implication of measures was discussed.

Behavioral Psychology and the Bible: General and Specific Considerations

1979 ◽  
Vol 7 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Edward P. Bolin ◽  
Glenn M. Goldberg
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Positive Reinforcement ◽  
Self Control ◽  
Natural Laws ◽  
Methodological Behaviorism ◽  
Behavioral Psychology ◽  
The Bible ◽  
The Social

Behavioral psychology has been slow in being accepted as a viable source of theological integration because of the questions it raises concerning man's freedom, dignity, self-control, and responsibility. Although these are valid concerns of philosophical behaviorism, they are merely pseudo-issues regarding methodological behaviorism. Reflecting the natural laws of God's universe, methodological behaviorism integrates with Scripture on many points. One of the most obvious integrative points is in the area of eschatology and the social learning theory of positive reinforcement, since goals, anticipation, expectancy, and rewards work as incentives in both Biblical eschatology and behavioral reinforcement.

Modelling

1975 ◽  
Vol 3 (1) ◽  
pp. 12-16 ◽  
Author(s):  
John Marzillier
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Self Control ◽  
Anxiety Reduction ◽  
Imitation Learning ◽  
Clinical Population ◽  
Experimental Investigations ◽  
Behaviour Modification ◽  
Clinical Literature

The large number of recent reviews testify to the importance of modelling in the experimental and clinical literature on behaviour modification (Bandura, 1969, 1971; Flanders, 1968; Goldstein, 1973; Rachman, 1972, 1975).The initial resurgence of interest has been, without doubt, largely due to Bandura's experimental investigations of imitation learning, and his assignment of modelling to a central role in his social learning theory (Bandura, 1971). He and his colleagues have demonstrated the importance of modelling in such diverse areas as aggression, anxiety-reduction, self-control and the acquisition of moral judgements. In very recent years there has been a veritable explosion of studies with direct or indirect relevance to a clinical population. This is exemplified in the two reviews conducted by Rachman. Prior to 1972, seventeen experimental investigations had appeared. In the next two years a further twenty-six studies were reported (Rachman, 1972, 1975).

Self-control, social learning theory, social bonds and binge drinking: Results from a national sample

2019 ◽  
Vol 24 (6) ◽  
pp. 655-659 ◽  
Author(s):  
Anthony G. Vito ◽  
Brian Schaefer ◽  
George E. Higgins ◽  
Catherine Marcum ◽  
Melissa Ricketts
Keyword(s):  
Social Learning ◽  
Binge Drinking ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Social Bonds ◽  
National Sample ◽  
Self Control

Predicting Re-Incarceration Status of Prisoners in Contemporary China: Applying Western Criminological Theories

2016 ◽  
Vol 62 (4) ◽  
pp. 1018-1042 ◽  
Author(s):  
Steven F. Messner ◽  
Jianhong Liu ◽  
Yunhan Zhao
Keyword(s):  
Learning Theory ◽  
Social Learning Theory ◽  
Southern China ◽  
Criminal Activity ◽  
Strain Theory ◽  
Self Control ◽  
Prior Work ◽  
Low Self Control ◽  
Criminological Theories ◽  
First Time

Studies have revealed that self-control theory, social learning theory, and strain theory are useful in explaining criminal activity in China. Previous research with Chinese data, however, has focused almost exclusively on samples of adolescents and the minor types of offending that are typically captured in such samples. The present study builds upon prior work by considering the extent to which these three major etiological theories of crime can help differentiate between profiles of Chinese prisoners categorized with respect to re-incarceration status. Specifically, we derive hypotheses that predict prisoners’ status as first-time inmates or inmates with multiple incarcerations. These hypotheses are assessed with recently collected data for a sample of approximately 1,800 prisoners in Southern China. The results reveal that indicators of peer criminality, low self-control, and negative emotions (a theorized outcome of experiences of strain) are all positively associated with re-incarceration status.

Social Learning, Self-Control, and Substance Abuse by Eighth Grade Students: A Tale of Two Cities

1998 ◽  
Vol 28 (2) ◽  
pp. 539-558 ◽  
Author(s):  
L. Thomas Winfree ◽  
Frances P. Bernat
Keyword(s):  
Substance Abuse ◽  
Social Learning ◽  
Control Theory ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Self Control ◽  
Policy Implications ◽  
Eighth Grade ◽  
Two Cities ◽  
Eighth Grade Students

Social learning theory has been used to explain substance abuse among adolescents literally from its inception in the 1960s. This theory suggests that basically good children learn to become substance abusers due to such social forces as internalized definitions supportive of delinquent behavior, the influence of delinquent peers, the presence of powerful social reinforcers, and the absence of adequate social punishers. Self-control theory, a more recent theoretical entry, has rather different views about adolescent misbehavior: children become delinquent owing to inadequate parenting and poorly developed self-controls. Taken together these two perspectives should provide unique insights into the self-reported substance abuse of eighth grade students in two rather different cities: Phoenix, Arizona, and Las Cruces, New Mexico, despite the considerable differences between the two cities. We address the following question: to what extent do social learning theory and self-control theory provide insights into the city-specific patterns of self-reported substance abuse. We also review the theoretical and policy implications of our findings.

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