Social Learning Theory Parenting Intervention Promotes Attachment-Based Caregiving in Young Children: Randomized Clinical Trial

2012 ◽  
Vol 42 (3) ◽  
pp. 358-370 ◽  
Author(s):  
Thomas G. O'Connor ◽  
Carla Matias ◽  
Annabel Futh ◽  
Grace Tantam ◽  
Stephen Scott
Keyword(s):  
Clinical Trial ◽  
Social Learning ◽  
Young Children ◽  
Randomized Clinical Trial ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Parenting Intervention

Moral Reasoning in Young Children: A Review of Research into Intentionality and Implications for Education

1979 ◽  
Vol 23 (2) ◽  
pp. 153-170
Author(s):  
Gregory C. R. Yates ◽  
Shirley M. Yates
Keyword(s):  
Social Learning ◽  
Young Children ◽  
Moral Development ◽  
Moral Reasoning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Educational Implications ◽  
Moral Judgements ◽  
Piagetian Theory ◽  
Cognitive Social Learning

This article reviews recent investigations into intentionality (use of motive information) in young children's moral judgements. Intentionality has been shown to vary as a function of the nature of the vignette used in assessment and the manner in which the vignette is presented. Research has disclosed that young children can reliably use motive information in moral evaluations and that this capability can be facilitated through training experiences. The educational implications of Piagetian theory and cognitive social learning theory for moral development are discussed.

The Relevance of the Dual Systems Model for Social Learning Theory: Testing for Moderation Effects

2021 ◽  
pp. 009385482110179
Author(s):  
Thomas Wojciechowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Impulse Control ◽  
Sensation Seeking ◽  
Dual Systems ◽  
Moderation Effect ◽  
Systems Model ◽  
Peer Association ◽  
The Relationship

Social learning theory is one of the most prominent criminological theories of the 20th century. The dual systems model represents an emerging framework in recent years, which may help to better understand how social learning processes are influenced by sensation-seeking and impulse control. This study utilized data from all waves of the Pathways to Desistance study. A series of mixed-effects models were utilized to test for moderating effects of these constructs on offending outcomes. Impulse control moderated the relationship between deviant peer association and offending frequency, indicating that high levels of both constructs predicted increased offending frequency. Sensation-seeking moderated the relationship between deviant peer association and odds of offending, indicating that high levels of both constructs were associated with greater odds of offending although this moderation effect was only marginally significant.

Psychological and social factors responsible for school violence: العوامل النفسية والاجتماعية المسؤولة عن العنف المدرسي

2021 ◽  
Vol 5 (41) ◽  
pp. 137-124
Author(s):  
Soufi Abdelouaheb Soufi Abdelouaheb
Keyword(s):  
Social Learning ◽  
School Violence ◽  
Learning Theory ◽  
Student Teacher ◽  
Social Factors ◽  
Social Learning Theory ◽  
Biological Theory ◽  
Complex Nature ◽  
Psychology Education

The school violence is one of the most important topics that has attracted the interest of many researchers and specialists in psychology, education and sociology because of its complex nature for the student, teacher and the school as a whole for decades. This study was an attempt to identify the most important psychological and social factors behind the spread of violence in schools, And its interpretation through a set of theoretical theories of psychoanalysis, social learning, theory of frustration and aggression, biological theory, and the most prominent aspects of violent personality.

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