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.

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.

scholarly journals ISLAM AND RADICALISM IN SOCIAL LEARNING THEORY PERSPECTIVE

TAWASUT ◽  
2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Rejeki
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
The Social

Islam and radicalism are two very different things. It is then unjustified to emerge the term "Islamic radicalism" since it will reduce all the teachings of Islam itself. This is also because every religion has never taught its followers to act radically, but it doctrinally teaches kindness and peace. Therefore,  the emergence of radicalism on behalf of religion (Islam) needs to be explored in detail to deliver a comprehensive and balanced enlightenment. This paper seeks to review and provide an analysis based on social learning theory related to radicalism actor who has a particular community. This community undoubtedly becomes the source of forming a radical under-standing of Islam as well. Of the social learning theory, it is found that one of several causes of it is an improper learning process form in which the community provides a model of action or an incorrect understanding about the meaning of jihad in Islam.Keywords:   Islam, radicalism, causes of radicalism, social learning theory, improper learning process

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.

scholarly journals Idea uniwersytetu kształcącego ludzi zaangażowanych w pracę

1970 ◽  
pp. 387-397
Author(s):  
Konrad Kulikowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Work Engagement ◽  
Social Learning Theory ◽  
Job Demands ◽  
University Education ◽  
Job Crafting ◽  
University Environment ◽  
The Social ◽  
The University

The first part of this article introduces the work engagement concept in a framework of the Job Demands-Resources Theory and discusses a relation between work engagement and job crafting. Next, the author presents the hypothesis that university education can form engaged employees by enhancing students’ self-efficacy beliefs about their ability to effectively crafting their future job environments. On the basis of the Social Learning Theory the author proposed three possible methods on how the university community could promote job crafting behaviors among students. These methods are: trainings and persuasions, modeling, or observation of how university top researchers work, and allowing students to experience success in changing different aspects of the university environment.

Agroforestry Information Dissemination and the Social Learning Theory in Pontal do Paranapanema, São Paulo, Brazil

2014 ◽  
Vol 9 (4) ◽  
pp. 1-15
Author(s):  
Douglas J. Levey ◽  
PK Ramachandran Nair ◽  
Taylor V. Stein ◽  
Wendy Francesconi ◽  
Jaret C. Daniels ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Information Dissemination ◽  
Sao Paulo ◽  
São Paulo ◽  
The Social

scholarly journals Facebook: A School Librarian’s Tool for Building a Community of Readers

2021 ◽  
Author(s):  
Paulette Stewart
Keyword(s):  
Social Learning ◽  
Social Development ◽  
Social Environment ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Literacy Skills ◽  
Development Theory ◽  
Educational Tool ◽  
The Social ◽  
Literature Circle

In this paper Facebook is examined as an educational tool that can be used to facilitate the development of literacy skills. The philosophical assumptions underlying the Social Development Theory by Vygotsky and the Social Learning Theory by Bandura were used to substantiate the benefits students can gain from learning in a social environment such as Facebook. Librarians can help students to develop their literacy skills, by using the Literature Circle on facebook. Assigning readers roles such as literary luminary, synthesizer, analyzer, and evaluator and rotating these roles will allow readers to develop the various literacy skills overtime and to avoid monotony.

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