"Multicultural Juvenile Delinquency in Korea: Application of general strain theory, social bond theory, and social learning theory"

2021 ◽  
Vol 23 (1) ◽  
pp. 27-53
Author(s):  
Ji Su Park ◽  
Ha Yong Kim
Keyword(s):  
Social Learning ◽  
Juvenile Delinquency ◽  
Learning Theory ◽  
Social Learning Theory ◽  
General Strain Theory ◽  
Strain Theory ◽  
Social Bond ◽  
Social Bond Theory ◽  
Bond Theory ◽  
General Strain

scholarly journals Pathways to Self-Injury: A Qualitative Exploration of Social Psychological Processes

2017 ◽  
Author(s):  
Thomas Wojciechowski
Keyword(s):  
Social Learning ◽  
General Strain Theory ◽  
Strain Theory ◽  
Future Research ◽  
Social Control Theory ◽  
Social Psychological ◽  
Temporal Dimension ◽  
Self Injury ◽  
Causal Pathway ◽  
General Strain

Self-injury is a deviant behavior often understood as the intentional infliction of harm onto one’s own body that exists absent of suicidal. This study uses a qualitative methodology to examine the etiology and perpetuation of self-injury using the terminology of relevant social-psychological theories to determine which processes best describe a causal pathway leading to self-injury and its perpetuation after the onset of the behavior. Data obtained from 16 semi-structured interviews with former and current self-injurers indicate that the processes described in general strain theory, social learning theory, and social control theory are all important for understanding the etiology and perpetuation of self-injury. Analytic induction was utilized as the method of analysis in order to parse out only the elements universal to pathways to self-injury evident in all of the examined cases. All participants used self-injury as coping response for mitigating negative affect stemming from strain, thus, implicating general strain theory as important for understanding the onset of self-injury. Participants were categorized into two subtypes of self-injurers based upon the temporal dimension of the social learning process. Future research should attempt to use quantitative methodologies to provide generalizability for the results of this study and examine how changes in risk and protective factors over the life-course modify one’s propensity to engage in self-injury.

Gender, Bullying Victimization, and Juvenile Delinquency: A Test of General Strain Theory

2008 ◽  
Vol 3 (4) ◽  
pp. 346-364 ◽  
Author(s):  
Francis T. Cullen ◽  
James D. Unnever ◽  
Jennifer L. Hartman ◽  
Michael G. Turner ◽  
Robert Agnew
Keyword(s):  
Juvenile Delinquency ◽  
General Strain Theory ◽  
Strain Theory ◽  
Bullying Victimization ◽  
General Strain

scholarly journals Application of Bandura’s Social Learning Theory in the Moral Education of Secondary Vocational College Students

2021 ◽  
Vol 5 (8) ◽  
pp. 161-167
Author(s):  
Rui Wang
Keyword(s):  
Social Learning ◽  
Juvenile Delinquency ◽  
Moral Education ◽  
Learning Theory ◽  
Social Learning Theory ◽  
High Rate ◽  
Vocational Students ◽  
Vocational College ◽  
Moral Standards ◽  
Education Of Students

In recent years, with the high rate of juvenile delinquency, people pay more attention to the moral education of students in secondary vocational colleges. Based on the framework of social learning theory, this paper explores the systematic and comprehensive application of social learning theory in the moral education course. From the cognition of the behavior to the selection and internalization of the representation of the model behavior, and finally the selective externalization of the representation symbol to generate the behavior, the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step, assisting students to establish correct outlook on life and values, and cultivating their “key abilities.” When students face a complex and diverse social environment, they can make judgments in line with the general moral standards of the society, and then seek to improve the effectiveness of the moral standards of secondary vocational students, and strive to maximize the effectiveness of moral education.

Schools, strain and offending: Testing a school contextual version of General Strain Theory

2012 ◽  
Vol 9 (1) ◽  
pp. 52-72 ◽  
Author(s):  
Hanne Op de Beeck ◽  
Lieven J.R. Pauwels ◽  
Johan Put
Keyword(s):  
Social Learning ◽  
General Strain Theory ◽  
Contextual Effects ◽  
Strain Theory ◽  
School Level ◽  
Main Hypothesis ◽  
Violent Offending ◽  
Individual Strain ◽  
General Strain ◽  
Lifestyle Risks

Based on the idea that schools are important socializing settings for adolescents (Gottfredson, 2001), the school contextual version of General Strain Theory (Agnew, 1999) is tested in this article. The main hypothesis of this study is that strain at the school level affects individual offending by creating individual strain. Findings suggest that school contextual effects differ: convincing contextual effects are found for violent offending but not for general offending. Furthermore, although the school mean level of strain does significantly affect individual violent offending, this effect does not proceed by creating individual strain. It is therefore suggested that the school mean level of strain either has a direct effect on violent offending or influences other important individual offending mechanisms such as social learning or lifestyle risks.

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