The Impact of COVID-19-Prompted Virtual/Remote Work Environments on Employees’ Career Development: Social Learning Theory, Belongingness, and Self-Empowerment

2021 ◽  
pp. 152342232110178
Author(s):  
Shana Yarberry ◽  
Cynthia Sims
Keyword(s):  
Social Learning ◽  
Career Development ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Cognitive Abilities ◽  
Well Being ◽  
Physical Contact ◽  
Remote Work ◽  
Virtual Mentoring ◽  
The Impact

The Problem The COVID-19 pandemic caused many workers to move from brick and mortar buildings to virtual/remote environments. This created situations in which workers were forced to not only work virtually, but to work alone. The lack of physical contact with others has the potential to stifle efforts to remain engaged and consequently impede career development and progress. The Solution Virtual mentoring is essential for providing emotional support, creating opportunities for dialogue, helping employees discover a balance between work and life, implementing a reward system, and enhancing an overall sense of well-being and belongingness for employees working in virtual/remote environments. Self-efficacy, a component of social learning theory, is a useful concept to study virtual/remote workers who often become self-empowered and rely on their own cognitive abilities to perform in a virtual/remote environment to ensure successful career outcomes. The Stakeholders HRD professionals, managers, supervisors, and others involved in ensuring that workers are engaged, supported, and continuously building skills while working virtually.

RAPPROCHEMENT OF ROTTER'S SOCIAL LEARNING THEORY WITH SELF-ESTEEM CONSTRUCTS

1983 ◽  
Vol 11 (1) ◽  
pp. 81-91 ◽  
Author(s):  
Joy Patricia Burke
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Empirical Evaluation ◽  
Self Esteem ◽  
Present System ◽  
Self Confidence ◽  
Self Worth ◽  
Reinforcement Value ◽  
The Impact

To rectify confusion and vagueness concerning the definitional usage of self-esteem, rapprochement of Rotter's (1954) social learning theory with self-esteem and related constructs is offered. These “self” constructs (namely, self-esteem, self-worth, self-confidence, self-satisfaction, and self-evaluation) are defined and combined into a conceptual framework indicating the impact of their interrelations within a self-esteem system. Incorporation of selected constructs from the social learning approach (i.e., expectancy, goal reinforcement value, minimal goal value) affords specification of the change process within the system. An attribution model is utilized to clarify the impact of causal internalization on self-esteem and related constructs. Applications of the present system are provided with recommendations for empirical evaluation.

Social Learning Theory

Criminology ◽  
2009 ◽  
Author(s):  
Thomas Holt
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Differential Association ◽  
Structural Factors ◽  
Social Forces ◽  
Peer Attitudes ◽  
Level Model ◽  
Reinforcement Model ◽  
The Impact

Social learning theory has had a distinct and lasting impact on the field of criminology. This framework evolved from Edwin Sutherland’s Differential Association in the 1940s, which argued that crime is learned through interactions with intimate peers where individuals acquire definitions that support or refute the violation of law. This theory was revised in Burgess and Akers 1966 (see Social Learning) to become a Differential Association-Reinforcement model recognizing the impact of peer attitudes and reactions to delinquency. The theory was further revised in the 1970s and 1980s to become a social learning model developed by Ronald Akers. This model builds from the previous work by recognizing the significance of delinquent peers, differential definitions of and reinforcement for offending behaviors, and the influence of imitation of peer behavior. Finally, Akers adapted the model in 1998 to become a macro-level model of delinquency and crime by arguing that social learning mediates the influence of structural factors on offending. This perspective provides a distinct framework to understand the influence of human agency, social forces, and peers on behavior.

scholarly journals Evaluating the Study Abroad Experience using the framework of Rotter’s Social Learning Theory

2015 ◽  
Vol 26 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Mark McLeod ◽  
Vince Carter ◽  
Steve Nowicki ◽  
Dana Tottenham ◽  
Philip Wainwright ◽  
...  
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Study Abroad ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Comparison Group ◽  
Self Esteem ◽  
Positive Change ◽  
Study Abroad Programs ◽  
The Impact

The authors proposed a framework based on Rotter’s Social Learning Theory (SLT) that is appropriate for the evaluation of students’ experiences in college study abroad programs (McLeod & Wainwright, 2009).   In the present paper two concepts originating in SLT, locus of control and self- esteem, were used to gauge the impact of study abroad courses on undergraduates. It was predicted and found that when compared to a peer comparison group, study abroad participants became more internally controlled; however there was no change in self-esteem.  It was important to note that the study abroad students maintained the positive change in locus of control six months after the end of the program.  Rotter’s SLT appears to be a viable perspective for examining significant aspects of the study abroad experience.

A Demographic Study on the Purchase Pattern of Consumers with respect to Social Learning Theory during COVID-19 times

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Debarati Roy Chowdhury Banerjee ◽  
Sudipta Majumdar
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Leisure Activity ◽  
Compulsive Buying ◽  
Stimulus Response ◽  
The Social ◽  
Buying Behaviour ◽  
External Stimuli ◽  
The Impact

Shopping is a necessity in everyone’s life. Mostly shopping is need based and sometimes it is a leisure activity in the form of entertainment. However when the condition leads to extreme buying situation resulting into destructive and harmful activity, then this is the result of Compulsive Buying Behaviour (CBB). While studying the consumer buying behaviour and process, the external stimuli is not the sufficient reason, to generate a response, rather the consumers’ characteristics significantly influence the way they perceive the stimuli, utilize their internal processes and result in a specific buying behaviour. Hull (1951) developed a model as a behavioural model to explain the social learning theory: Stimulus – Response Model (S – R Model). Few of psychologist and marketing researchers tried to find out the characteristics of consumers within “black box” and analyze the impact of both factors to determine specific buying behaviour. In this research project we have tried to analyse Social Learning Theory with respect to the purchase pattern of the consumer in Kolkataduring the COVID-19 Pandemic. The respondents are mostly the parents who are influenced by their children to exert Compulsive Buying Behaviour. The collected responses will be analysed using one way ANOVA to find out which of the factors significantly influence purchase behaviour. The findings of the study will help the organisation to decide their marketing strategies.

When onboarding becomes risky: Extending social learning theory to explain newcomers’ adoption of heavy drinking with clients

2019 ◽  
Vol 73 (5) ◽  
pp. 682-710 ◽  
Author(s):  
Songqi Liu ◽  
Peter Bamberger ◽  
Mo Wang ◽  
Junqi Shi ◽  
Samuel B Bacharach
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Heavy Drinking ◽  
Risky Behaviors ◽  
Risky Choice ◽  
Peer Modeling ◽  
Newcomer Socialization ◽  
The Impact ◽  
Over Time

What drives newcomers to adopt behaviors that, while perhaps helping them meet short-term role demands and organizational objectives, may also place themselves and/or their organization at risk in the long term? Based on social learning theory, research on onboarding and newcomer socialization suggests that such behavior may be explained by peer modeling. But is this always the case? Using heavy drinking with clients as an empirical referent and incorporating factors from research on learning in risky choice into a model grounded on social learning theory, we examine how contextual variables moderate the effect of veteran peer modeling on newcomer adoption or intensification of work-related risky behaviors over time, and demonstrate the impact of adoption/intensification on newcomer outcomes. Data from a longitudinal study of newcomers, their veteran peers, and supervisors in sales and client-service indicate that the extent to which veteran modeling influences the adoption/intensification of newcomer heavy drinking with clients depends on newcomers’ prior experiences and veteran peer (but not supervisor) guidance. Moreover, they indicate that steeper increases in heavy drinking with clients over time, while associated with improved job performance, also link to higher work-to-family conflict and turnover risk. Implications for research on onboarding and newcomer socialization are discussed.

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