scholarly journals Can social bonds and social learning theories help explain radical violent extremism?

Author(s):  
Sarah Pritchett ◽  
Kim Moeller
2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.


Author(s):  
Benjamin Golub ◽  
Evan Sadler

This survey covers models of how agents update behaviors and beliefs using information conveyed through social connections. The chapter begins with sequential social learning models, in which each agent makes a decision once and for all after observing a subset of prior decisions; the discussion is organized around the concepts of diffusion and aggregation of information. Next, the chapter presents the DeGroot framework of average-based repeated updating, whose long- and medium-run dynamics can be completely characterized in terms of measures of network centrality and segregation. Finally, the chapter turns to various models of repeated updating that feature richer optimizing behavior, and concludes by urging the development of network learning theories that can deal adequately with the observed phenomenon of persistent disagreement.


2002 ◽  
Vol 8 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Humberto E. Fabelo-Alcover

This article presents a teaching model addressing two important issues related to teaching research to social work students: the unnecessary fear some social work students have related to research coursework, and development of a hands-on learning environment in which the instructor models the role of researcher. The proposed model incorporates aspects of social learning and cognitive-behavioral theories as a way to address both concerns. The author designed and implemented an intervention to assess cognitions about research and to teach students how to clarify distortions and practice progressive relaxation techniques. This classroom-based intervention also served as the primary vehicle for hands-on exercises to illustrate the research process. The results of three different applications of this model suggest that students felt more confident and less fearful about their ability to conduct research. The author discusses teaching implications and further study of this model using comparison and control groups.


1978 ◽  
Vol 15 (4) ◽  
pp. 517-531 ◽  
Author(s):  
Richard P. Bagozzi

The author presents a model designed to explain the performance, job satisfaction, and other behavioral outcomes experienced by salespeople. By building on the model of man proposed by Lewin and modern interactionist and social learning theories of personality, the behavior of salespeople is shown to be a function of the person, the interactions the person has with significant others in his or her role set, and forces in the situation. Hypotheses are tested on data gathered on industrial salespeople.


Author(s):  
Courtney Glavich Mayakis ◽  
Jessica Robinson

While utilizing social learning feminist theory, this chapter explores current literature pertaining to the limited presence of women in STEM careers. This stems from girls' attitudes and self-assessment of math and science achievement, male-dominated workplaces, and societal stereotypes. The social learning feminist theory is composed of two theories: post-modernist feminism and social learning theories. The authors provide practical recommendations to broaden the definition of STEM to allow more women access to these related fields as well as to encourage more girls to pursue STEM majors.


Author(s):  
Evelyn S. Johnson ◽  
Jane Pitcock

This chapter discusses methods for supporting the instructor in the development of strong learner-learner interactions. In this chapter, we present a brief overview of the importance of social learning theories and existing research that support learner-learner interaction as an important aspect of learning. Next, we discuss the multiple factors, and their complex interaction on the instructor’s ability to support learner-learner interaction. Additionally, we report and discuss findings from a qualitative study examining the use of an ecological assessment tool to evaluate an online course’s ability to support learner-learner interaction. The chapter concludes with suggestions for improved approaches to faculty development to support learner-learner interaction.


Author(s):  
Jill D. Stinson ◽  
Bruce D. Sales ◽  
Judith V. Becker

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