Virtual Peer Effects in Social Learning Theory

2016 ◽  
Vol 62 (12) ◽  
pp. 1543-1569 ◽  
Author(s):  
Brooke Miller ◽  
Robert G. Morris
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Structural Equation ◽  
Deviant Behavior ◽  
Substantial Contribution ◽  
Equation Modeling ◽  
Modeling Framework ◽  
Face To Face ◽  
Peer Associations

The current study examines the differential influence of face-to-face and virtual peers in predicting digital and traditional offending among college students through the lens of social learning theory (SLT). SLT components are explored to discern whether the theory holds for virtual peers, as it has for face-to-face peers using a structural equation modeling framework, thus making a substantial contribution to the social learning literature. Findings provide some support for SLT for both virtual only peers and the face-to-face peers model in relation to digital as well as traditional offending. In addition, findings suggest that virtual peer associations may be as important as traditional peer associations in explaining certain types of deviant behavior.

Social Learning Theory, Gender, and Intimate Partner Violent Victimization: A Structural Equations Approach

2017 ◽  
Vol 35 (17-18) ◽  
pp. 3554-3580 ◽  
Author(s):  
Ráchael A. Powers ◽  
John K. Cochran ◽  
Jon Maskaly ◽  
Christine S. Sellers
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Structural Equation ◽  
Causal Structure ◽  
Intimate Partner ◽  
Structural Equations ◽  
Self Report ◽  
Equation Modeling ◽  
The Social

The purpose of this study is to examine the applicability of Akers’s Social Learning Theory (SLT) to explain intimate partner violence (IPV) victimization. In doing so, we draw on the Intergenerational Transmission of Violence Theory (IGT) to extend the scope of SLT to the explanation of victimization and for a consideration of uniquely gendered pathways in its causal structure. Using a structural equation modeling approach with self-report data from a sample of college students, the present study tests the extent to which SLT can effectively explain and predict IPV victimization and the degree, if any, to which the social learning model is gender invariant. Although our findings are largely supportive of SLT and, thus, affirm its extension to victimization as well as perpetration, the findings are also somewhat mixed. More significantly, in line with IGT literature, we find that the social learning process is not gender invariant. The implications of the latter are discussed.

Performance-Enhancing Drug Use Among Professional Athletes: A Longitudinal Test of Social Learning Theory

2020 ◽  
pp. 001112871990111 ◽  
Author(s):  
Saeed Kabiri ◽  
Seyyedeh Masoomeh (Shamila) Shadmanfaat ◽  
C. Jordan Howell ◽  
Christopher Donner ◽  
John K. Cochran
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Structural Equation ◽  
Professional Athletes ◽  
Equation Modeling ◽  
The Social ◽  
Curve Modeling ◽  
Performance Enhancing

This article tests Akers’s social learning theory with self-reported panel data on performance-enhancing drug (PED) use among a sample of professional athletes ( n = 510). Using latent growth curve modeling we find that intraindividual differences exist in the developmental growth trajectories of PED use and the social learning process. Specifically, both PED use and the social learning process increase over time, while those who begin with high and low levels of PED consumption and social learning replicate these patterns throughout the sports life cycle. In addition, using structural equation modeling, we find modest to moderate contemporaneous and lagged, direct, indirect, and reciprocal effects between the social learning process and PED use in a manner consistent with the theory.

Magic Mint, The Internet, and Peer Associations: A Test Of Social Learning Theory Using Patterns of Salvia Divinorum Use

2011 ◽  
Vol 41 (3) ◽  
pp. 305-325 ◽  
Author(s):  
Bryan Lee Miller ◽  
John M. Stogner ◽  
David N. Khey ◽  
Ronald L. Akers ◽  
John Boman ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Salvia Divinorum ◽  
The Internet ◽  
Peer Associations

Responsible leadership, affective commitment and intention to quit: an individual level analysis

2019 ◽  
Vol 40 (1) ◽  
pp. 45-64 ◽  
Author(s):  
Amlan Haque ◽  
Mario Fernando ◽  
Peter Caputi
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Structural Equation ◽  
Affective Commitment ◽  
Intention To Quit ◽  
Responsible Leadership ◽  
Unique Contribution ◽  
Full Time ◽  
Content Type

PurposeDrawing on social learning theory, the purpose of this paper is to explore the mediational effect of affective commitment on the relationship between responsible leadership and intention to quit.Design/methodology/approachThis study applied a two-step process of the structural equation modelling technique to test the proposed hypothesised model. A web-based survey was administered to collect data targeting a sample of 200 full-time Australian employees.FindingsThe results suggest that responsible leadership significantly influences employees’ affective commitment and their intention to quit. As predicted, both responsible leadership and affective commitment negatively influenced intention to quit. Notably, the direct influence of responsible leadership on intention to quit was found to be partially mediated by employees’ affective commitment.Practical implicationsThis study shows how leaders can expect to reduce employees’ intention to quit by leading responsibly through valuing employees’ affective commitment.Originality/valueThis study makes a unique contribution to responsible leadership literature by linking it with social learning theory. Moreover, there are only a handful of studies examining responsible leadership and its influence on employees’ behavioural outcomes. This study extends the limited understanding of responsible leadership and its relationship with affective commitment and intention to quit.

Linking organizational members' social-related use of enterprise social media (ESM) to their fashion behaviors: the social learning and stimulus-organism-response theories

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammad Olfat ◽  
Sadra Ahmadi ◽  
Sajjad Shokouhyar ◽  
Sepideh Bazeli
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Physical Attractiveness ◽  
Three Dimensions ◽  
Equation Modeling ◽  
Content Type ◽  
Enterprise Social Media ◽  
Fashion Products

PurposeThis study through the lens of social learning theory and using the stimulus-organism-response (S-O-R) framework aims to show that employees' social-related use of enterprise social media (ESM) can positively affect their intentions to purchase the fashion products used by their coworkers by mediating role of their perceptions toward their coworkers' credibility in fashion (i.e. physical attractiveness, reliability in communications and experience in fashion).Design/methodology/approachTo evaluate the validity of the measurement and structural models, 361 employees who were able to take advantage of ESM with social-related motivations were surveyed within seven Iranian organizations. The collected data were analyzed using the partial least squares structural equation modeling (PLS-SEM).FindingsThe results of the study confirmed that employees' social-related use of ESM positively affects their perceptions toward their coworkers' credibility in three dimensions of physical attractiveness, reliability in communication (trustworthiness) and fashion experience (expertise). Employees' perceptions toward their coworkers' credibility in three dimensions of physical attractiveness, reliability in communications and fashion experience positively affect their intentions to purchase the fashion products used by their coworkers.Practical implicationsThis study shows that ESM technology can shape a trusted online community of practice in which employees can share the same interests and learn about different types of [fashion] products and services from each other. Thus, ESM can be considered an online instrument for marketing purposes with which organizations can obtain revenue from other organizations by letting them advertise their products on ESM.Originality/valueThe main theoretical implication of this study is to extend the use of two advanced theories in the workplace, especially regarding employees' social-related use of ESM. In fact, this study through the lens of social learning theory and based on the S-O-R model shows that employees' social-related use of ESM can be considered as a stimulus in the workplace, influencing employees' perceptions toward different objects (e.g. their coworkers' credibility), and resulting in several changes in their behaviors. This is among a few studies addressing marketing outcomes of ESM in the employees' communities.

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