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

scholarly journals Changing Social Learning Theory Through Reliance on the Internet of Things and Artificial Intelligence

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam I. Attwood
Keyword(s):  
Artificial Intelligence ◽  
Social Learning ◽  
Internet Of Things ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
The Internet ◽  
Technological Mediation ◽  
The Internet Of Things

This paper examines the trend in the concept of the Internet of Things (IoT), Artificial Intelligence (AI), and related computer-mediated teaching and learning. Implications for social learning theory are examined based on the concept of “cyborg” education through a variety of scholarly and popular media sources with implications for schools and teacher educators. Recommendations for teacher education are posited as the topic of technological mediation between people continues to change in relation to how education will likely need to adapt to provide a prosocial environment through technological mediation, though the social learning itself operates in different ways.

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.

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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