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Social Learning Theory of Aggression
Abstract
“The massive threats to human welfare are generally brought about by deliberate acts…, It is the principled resort to aggression that is of greatest social concern but most ignored in psychological theorizing and research.”
... Since the 1940s, the relationship between parents and children has been studied by scholars from various perspectives: social learning (Bandura, 1978;Sutherland, 1947), power-control (Hagan, 1989), cultural transmission (Schönpflug, 2008), and cultural capital (Bourdieu, 1984;Bordieu & Passeron, 1977). Sutherland and Bandura assert that an individual's behavior is learned within their first socialization group, and the most frequent, earliest, most intense, preeminent, and longest relationships, as those between parents and children, are the ones that most significantly influence children's criminal behavior. ...
... A vast body of empirical evidence has supported the reasoning provided by the learning and differential association theories, stating that an individual's behavior, including violent behavior, is learned (Bandura, 1978;O'Hara, Duchschere, Beck, & Lawrence, 2017;Boyd & Richerson, 1985;Sutherland, 1947); however, less evidence has been provided regarding the generational transmission of violence (Bourdieu, 1984;Boyd & Richerson, 1985;Hagan, 1989) and its contribution to a child's abusive behavior toward parents. ...
... First, the hypothesized theoretical model follows the learning theory rationale (see figure 1); children's behavior is learned from their parents (Bandura, 1978;O'Hara et al., 2017;Sutherland, 1947), and therefore, the correlation between maternal parenting and child-to-mother abuse is causal, as is the correlation between childhood experience and adulthood personality traits. Maternal child abuse and parental domestic violence are correlated and co-occurred as reported by the participants and is consistent with previous research (Herrenkohl, Sousa, Tajima, Herrenkohl, & Moylan, 2008). ...
Using the International Parenting Study (ips) questionnaire, this study measures the effects of abusive levels of maternal discipline on child-to-mother violence in a cross-cultural sample of 469 Colombian and American freshman-level college students. The ips assesses the respondents’ childhood relationship with their mother, their parents’ relationship toward each other, and their personality traits in adulthood. This instrument relies on the respondents’ memories of experiences that occurred around the age of 10 regarding maternal disciplinary practices, their mother’s reaction toward their misbehavior, parental domestic violence, and the child’s verbal abuse and physical violence toward their mother. The correlation between the respondents’ childhood experiences and their adult personality traits is also analyzed. The analysis shows similarities and differences between American and Colombian childrearing practices. For example, for most respondents, their mother was the most significant caretaker, and in comparison, to their father’s forms of discipline, maternal discipline was perceived as fair and producing positive effects. This study shows that Colombian mothers use corporal punishment to discipline their children more often than their American counterparts, but both American and Colombian mothers use corporal punishment and severe physical child abuse more often toward boys than girls. However, maternal psychological aggression, rather than maternal use of physical violence to discipline the child, is the strongest predictor of a child’s use of violence against the mother. This study contributes to the existent literature in that it provides support to cultural transmission through imitation and observation, learning, differential association, and power-control theories: that is, violent behavior is learned in the family, reinforced by attitudes favorable to that behavior, and transmitted from one generation to the next. The common use of violence by the mother (and her male partner) may become a “normal” pattern or way to interact with any or all family members. It also supports the hypothesis of the co-occurrence of various types of violence in a violent home, as domestic violence and child abuse. Finally, policy implications are discussed.
... The moderating effect of self-regulatory efficacy on the relationship between organisational formal control and workplace deviance could be explained from three theoretical perspectives. These theoretical perspectives include organisational control theory (Flamholtz et al., 1985;Jaworski, 1988;Ouchi, 1979;Snell, 1992), Bandura's (1977bBandura's ( , 1978b) social learning theory, and self-efficacy theory (Bandura, 1978a(Bandura, , 1997. Organisational control theory suggests that employees are less likely to engage in deviant behaviour when they perceive that formal control instituted by their organization is effectively enforced theory (Flamholtz et al., 1985;Jaworski, 1988;Ouchi, 1979;Snell, 1992). ...
... According to self-efficacy theory individuals with low levels of selfregulatory efficacy are more likely to engage in deviant behaviours at work than those with high levels of self-regulatory efficacy. The findings of the present study also validate the organisational control theory (Flamholtz et al., 1985;Jaworski, 1988;Ouchi, 1979;Snell, 1992), Bandura's (1977bBandura's ( , 1978b) social learning theory, and self-efficacy theory (Bandura, 1978a(Bandura, , 1997 in several ways. Firstly, from social learning perspective, this study has confirms the positive and significant relationships between workgroup norms and deviant behaviours at work. ...
... Then, we shall review the previous works that relate the concepts toward the development of a model that explains the relationships. To link these relationships, organizational control theory (Flamholtz et al., 1985;Jaworski, 1988;Ouchi, 1979;Snell, 1992) self-efficacy theory, (Bandura, 1986) and social learning theory (Bandura, 1977b(Bandura, , 1978b ...
Drawing upon self-efficacy theory, organisational control theory, and social learning theory, this study examined the role of self-regulatory efficacy in buffering the effects of organizational formal control and perceived workgroup norms on deviant workplace behaviour. A total of 265 academics from universities located in the northwest geopolitical zone of Nigeria participated in the study. Results supported the hypothesized direct effects of organizational formal control and perceived workgroup norms on deviant workplace behaviour. In addition, self-regulatory efficacy moderated these relationships. Specifically, there was a stronger negative relationship between perceived behavioural control and interpersonal deviance for individuals with high as opposed to low levels of self-regulatory efficacy. Similar result regarding the moderating effect of self-regulatory efficacy on the relationship between perceived behavioural control and organisational deviance was found. Furthermore, the findings indicated a weaker positive relationship between perceived descriptive norms and interpersonal deviance for individuals with high as opposed to low levels of self-regulatory efficacy. Similarly, results indicated that the relationship between perceived descriptive norm and organisational deviance was less positive for individuals with high self-regulatory efficacy as opposed to low levels of self-regulatory efficacy. Finally, the relationship between perceived injunctive norms and organisational deviance was weaker for individuals with high self-regulatory efficacy than it was for individuals with low self-regulatory efficacy. In general, these findings supported the view that self-regulatory efficacy can override predispositions of individuals to engage in deviant workplace behaviour. Theoretical, methodological and practical implications are discussed.
... This interaction sometimes hurts others physically, verbally, and mentally, leading to some of the worst effects on children, adolescents, families, and the community [2]. Therefore, aggression is considered an antisocial behavior and is considered aggressive behavior, which is explained by several theories, especially social learning theory (SLT) [3][4][5]. Moreover, such behavior becomes alarming for parents, teachers, researchers, and policymakers to control and/or reduce anger, aggression, etc., in children who need some intervention or therapy to achieve positive results [6][7][8]. ...
... It was found in the present study that violent animations activate anger, which leads to aggression and behavioral problems in students and is supported by SLT, indicating that media, the environment, and peoples' roles have influence over the child's personality [3,4]. This alteration in children supported our first hypothesis. ...
... Since parents were also involved during the CBACT program, most of the treatment group's students completed the homework at home. Our findings provide considerable support for social learning theory, indicating that school and home environments, especially parent-child bonds, play a significant role in the reduction of screen activity as well as the development of the child's personality [3,4,56]. Nonetheless, the visual observations of group leaders and researchers during all the training sessions illustrated that CBACT was organized in a systematic way to reduce the aggressive and behavioral complications of primary school students. ...
This work is a combination of two studies, Study I and Study II, which aimed to examine the impact of animated movies on the aggression and behavioral performance of primary school students, as well as their control using the CBACT program. In Study I, the influence of animated movies on 300 students from ten primary schools in Pakistan with gender differences (50% male), family systems, and viewing time duration was examined. This study was performed on 7- to 9-year-old children on four subscales of the Buss–Perry aggression questionnaire (BPAQ), three subscales of the child behavior questionnaire (CBQ), and toy selection. Following that, in Study II the CBACT intervention was applied to aggressive students (n = 46) selected from Study I. Students were randomly divided into CBACT treatment (50%) and control groups. The results of Study I indicated that violent animated movies had a greater impact on the aggressive behavior of male students than on that of females, while girls were more affected by watching nonviolent movies. Furthermore, male viewers from nuclear families and females from joint families showed more aggressive problems. It was also observed that aggression in students significantly increased (p < 0.001) with increasing viewing animation time duration (10 to 30 min). The results of Study II showed that aggression in the treatment group was significantly reduced (p = 0.000) with the CBACT program but remained constant for the control group. The findings of Study I showed that violent animation is strongly linked with aggression and behavioral performance in primary school students. The CBACT program in Study II indicates that students may not be completely eliminated from watching violent movies, but their aggression levels were reduced when they watched animated movies. Therefore, the CBACT program opens a new window into behavioral problem treatment, which is casually influenced by violent media.
... Televisions also play one of the imperative roles in the socialization of the youngster. Bandura (1978) contends that TV viewers can learn attitude symbolically by using the medium of television, thus telling that TV viewers might attain rather relentless (and potentially distorted) conceptions of different groups, function or behaviors (Bandura, 1978). Media is considered to be the one of the important tools for inculcating religious values among the youngster. ...
... Televisions also play one of the imperative roles in the socialization of the youngster. Bandura (1978) contends that TV viewers can learn attitude symbolically by using the medium of television, thus telling that TV viewers might attain rather relentless (and potentially distorted) conceptions of different groups, function or behaviors (Bandura, 1978). Media is considered to be the one of the important tools for inculcating religious values among the youngster. ...
The present study was conducted to analyze the presentation of Muslim family law (Nikkah, Divorce) in Urdu drama serials. The main purpose of this paper was to analyze that whether drama serials are presenting the Muslim family law (Nikkah, Divorce) in true Islamic way or distorting it. The qualitative content analysis was used to investigate the prime-time Urdu drama serials. Qualitative content analysis endows with the deeper glance to the content that are being broadcasted to the viewers. The result indicated that Muslim family laws are not being presented in real sense instead they are being distorted and violated by the Urdu drama producers. Urdu drama producer, director and writer are more anxious in magnetizing and catching the audience intention and they are not in worry what family values is being destroyed on prime-time media. Social cognitive theory of Bandura was considered as theoretical background for this study. This research provided a path, in understanding, scheming and even eradicating such distorted contents from the forthcoming prime time Urdu dramas to present the healthy and useful entertainment to the audience. The results also substantiate that media producer are inconsiderately distorting the Islamic family values system, which is very dodgy for the society and which may increase the divorce rate in society. Drama producers need to understand this alarming situation and should align their content with the social and Islamic values of the society.
... Roland, 2000). Programmet bygger på teorien om, autoritative myndighetspersoner (Baumrind, 1966;1971;Pellerin, 2005), og forskning på skoleutvikling (Fullan, 2007) og aggresjon (Bandura, 1978;Dodge & Coie, 1987). For å oppnå målene om klasseledelse og laeringsmiljø legger programmet vekt på å sette ansatte ved skolen i stand til å forstå og å finne strategier for å håndtere elevenes atferd. ...
... Et vanlig skille er mellom reaktive eller proaktive former for aggresjon (Crick, 1996;Crick & Dodge, 1996;Dodge, 1991;Dodge & Coie, 1987). Reaktiv aggresjon blir definert som en stabil tendens til å impulsivt bli sint og å gå til angrep i møte med frustrasjoner og provokasjoner, og utløses av at målene for personen blir blokkert (Berkowitz, 1989;Dollard, Miller, Doob, Mowrer, & Sears, 1939) eller modell-laering (Bandura, 1978). Proaktiv aggresjon handler om en instrumentell atferd som er drevet fram av forventninger om å oppnå goder, enten i form av selve den negative handlingen eller belønningen som handlingen er ment å skulle føre til. ...
Bakgrunn: Respektprogrammet er et skoleomfattende utviklingsprogram for å forebygge og redusere problematferd hos elever. Programmet beskriver hvordan en skole gjennom en innovasjonsprosess blant skolens ansatte kan utvikle og implementere tiltak basert på programmets fire prinsipp; myndig klasseledelse, at tiltakene gjennomsyrer alle deler av skolens virksomhet (bredde), at de ulike tiltakene samsvarer (konsistens) og at arbeidet følges opp (kontinuitet). Programmet retter seg mot alle skoler, og ble utviklet ved Senter for atferdsforskning (SAF, fra 2013 del av Nasjonalt senter for læringsmiljø og atferdsforskning; Læringsmiljøsenteret) ved Universitetet i Stavanger, som et bidrag til EU programmet Connect 2001. Respekt implementeres for tiden ikke aktivt. Videre utvikling og tilrettelegging av programmet avhenger av myndighetenes prioriteringer. Metode: Litteratursøk i Mbase, Medline, Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS, SweMed ble supplert med fullstendig litteraturliste fra tiltakseier. Totalt syv artikler ble funnet å være relevante, hvorav tre evaluerer effekten av tiltaket basert på resultatene fra to longitudinelle kohort-studier. Resultater: Respekt er et godt beskrevet tiltak med en god teoretisk begrunnelse og en systematisk implementeringsstrategi. Den forskningsmetodiske kvaliteten på de to effektstudiene er bra, og det ble funnet små til middels store effekter på sentrale utfallsmål basert på svar fra elever og lærere. Konklusjon: Tiltaket klassifiseres på evidensnivå 4 – Tiltak med tilfredsstillende dokumentasjon på effekt.
... However, the available empirical evidence has yet to provide a definitive answer, leading to considerable doubt regarding whether relationships play a significant role in shaping self-esteem and vice versa. Bandura (2019) added that our social environment can shape our thoughts, emotions, and actions in everyday life. Over time, diverse social contexts molded our feelings and attitudes. ...
... Appearance, considering the widely acknowledged influence of physical appearance on how individuals are perceived, it is logical to assume that it would have a notable effect on their self-esteem. According to one study, changing one's looks boosts self-esteem, attitudes, and character ; Performance refers to brief shifts in knowledge or behavior that can be tested or observed during (or immediately following) learning (Soderstrom, 2019); and social in which we reside can shape our thoughts, emotions, and actions in our everyday experiences, as well as impacting our well-being (Bandura, 2019). ...
The study determined the relationship between self-esteem on study habits among 170 grade eleven and grade twelve ABM students in Tacurong National High School. A quantitative research design using a descriptive correlational technique was applied. Mean and Pearson product-moment correlation were employed for data analysis. The findings indicated that the levels of self-esteem in terms of appearance, performance and social were high. It is also revealed that level of study habits in terms of academic competence, strategic studying and time management was also high. Furthermore, there was a significant relationship between self-esteem and study habits with an r value of .458 and a p value of less than 0.000. Nevertheless, students who possess high self-esteem typically experience greater academic achievement, stronger social connections, enhanced mental and physical well-being, and exhibit reduced anti-social behavior. On the other hand, students with low self-esteem tend to harbor doubts about their capabilities, leading to a reluctance to actively participate in the learning process or undertake necessary academic challenges for personal growth.
... A role model is a person or thing that can inspire others. A social role model is a group reference with the most attractive force and offers the most value among all observed individuals (Bandura, 1978). Social role models can be divided into positive role models and negative role models. ...
... According to studies on social learning behavior, individuals learn from role models by observing or imitating them (Bandura, 1978). Both positive and negative role models can affect an individual's recognition of what constitutes acceptable behavior (Tagawa, 2016). ...
In the Fourth Industrial Revolution era, the sharing economy has brought a new way of social value creation. However, the impact of COVID-19 in recent years has hampered shared consumption practices but also generated new service directions based on changing market demand. To explore the motivation and behavior of people participating in the sharing economy in the current social context in detail, we empirically examined the impact of consumers' perception of shared mobility on their continuance and normative use behavior via community identification through surveyed online/offline 585 Chinese frequent users of shared mobility. Our study shows that the perception of usefulness, ease of use, and social benefits positively affect consumer behavior through community identification, with innovative consumers and role models acting as positive moderators. The results of our study have implications for how enterprises in the COVID-19 pandemic can take advantage of the sharing economy's optimal allocation of idle resources to integrate new service sections for improved service quality. It also provides a reference for enterprises' responses to public health emergencies.
... Thus the present study, also grounded in the social cognitive theory presents proactive personality and innovation capability in the same conceptual model both leading to a mutual outcome (performance) and in the context of the present study, performance of entrepreneurial women. Learning is no longer a single behavior but is now implemented in a complex relational structure, moving from observation (Bandura, 1978) to involvement (Sims & Sinclair, 2008;Tavella & Franco, 2015;Wei et al., 2019) in a network (Berks, 2009;Chen & Chang, 2014). While general education focuses on students' growth, the entrepreneurial curriculum system lays the groundwork for enhancing women's entrepreneurship skills. ...
Purpose
The purpose of the study was to ascertain the influence of innovation conviction, innovation mindset and innovation creed on the performance of women entrepreneurs in South African small and medium enterprises and their capacity for innovation. The study also examined how proactive personality and entrepreneurial education moderate the relationship between innovative capability and women entrepreneurs' performance.
Design/methodology/approach
The study used a quantitative research design and administered a questionnaire to collect data from participants. Since there was no sampling frame available, purposive sampling, a non-probability sampling technique, was used to select suitable respondents who were identified as entrepreneurial women. Data were collected from 304 women entrepreneurs in the Gauteng province of South Africa. The data were analyzed using smart partial least squares.
Findings
The findings demonstrated that innovation conviction, innovation mindset and innovation creed have a positive impact on innovation capability. It was also discovered that innovation capability, proactive personality and entrepreneurial education all positively and significantly impact women entrepreneurs' performance. Furthermore, the results showed that entrepreneurial education and proactive personality had a positive and significant moderating effect on the nexus between innovation capability and the performance of women entrepreneurs.
Originality/value
This study will add to the body of knowledge on women's small business management and entrepreneurship in Africa, two topics that are typically ignored by academics in developing nations.
... The various efforts that have been made by the participants, in accordance with social learning theory (social learning theory). According to Bandura (2019), thoughts or feelings experienced by individuals are influenced by the social environment. The social interaction that occurs between participants and their family or neighbors helps participants to reduce the psychological impact of the Covid-19 pandemic. ...
Hospitals involve a complex socio-technical health system, where communication failures influence the quality of patient care. Research indicates the importance of social identity and intergroup relationships articulated through power, control, status and competition. In particular, Frontline healthcare workers (HCWs) is clinical workplaces in which doctors are involved in many social groups, including representatives of different professions, clinical specialities and workplace teams under crisis handling condition. A web-based cross-sectional survey was carried out between 1 and 12 December 2022 on a Jakarta area sample of 53 HCWs in Indonesia. The study questionnaire included 7 questions on the mental health of HCWs post-COVID-19 crisis and was analysed using Leximancer (text mining software) and interpretation of major themes. Findings indicated that intergroup conflict is a central influence on communication. Contested responsibilities emerged from a model of care driven by single-speciality professional identity and professionalism may be viewed in terms of self-categorisation rather than simply attainment. The salience of different identities may be considered as influences on teamwork and interprofessional learning, and issues in communication and assessment may be considered in terms of intergroup biases. These results contribute to the growing literature on communication organization and offer new practical insights on how to improve overall efficiency and work performance under crisis conditions.
... According to adult attachment theory, parents and caregivers play an important role in the development of interpersonal skills based on how responsive the parent was regarding attention and proximity to their child [35]. Similarly, social learning theory argues that children learn their behaviors (e.g., social skills) from observing their parents [36]. Thus, children observe and acquire social skills from interactions with their parents, which continue into adulthood [37][38][39]. ...
A central requirement of Oppositional Defiant Disorder (ODD) consists of difficulties with interpersonal relationships.
As emerging adults’ transition into adulthood and seek more autonomy from parents, it is important to examine how
ODD problems and parent-child discord are indirectly associated through interpersonal competencies. The current study
examined the indirect effects between ODD problems in emerging adults and parent-child discord through multiple interpersonal
competencies as well as the additional differences among parent-child gender dyads. Emerging adults (N = 599
individuals aged 18 to 25 years; M = 19.60, SD = 1.40; 68% females) were recruited via an online research platform and
completed online survey measures of ODD problems, parent-child relationship discord, and interpersonal competence.
Indirect effects were significant for the mother-daughter dyad only. Additional results, limitations, and implications are
discussed.
... Through social learning processes violence can become an established part of one's behavioural repertoire. 25 Factors such as parental involvement in crime, early experiences of physical violence and violent victimisation are known risk factors. 4 Many participants were exposed to crime and violence from a young age, with violence being normalised or even glorified. ...
Background
Forensic patients with psychosis often engage in violent behaviour. There has been significant progress in understanding risk factors for violence, but identification of causal mechanisms of violence is limited.
Aims
To develop a testable psychological framework explaining violence in psychosis – grounded in patient experience – to guide targeted treatment development.
Method
We conducted in-depth interviews with 20 patients with psychosis using forensic psychiatric services across three regions in England. Interviews were analysed using reflexive thematic analysis. People with lived experience contributed to the analysis.
Results
Analysis of interviews identified several psychological processes involved in the occurrence of violence. Violence was the dominant response mode to difficulties that was both habitual and underpinned by rules that engaged and justified an attack. Violence was triggered by a trio of sensitivities to other people: sensitivity to physical threat, from which violence protected; sensitivity to social disrespect, by which violence increased status; and sensitivity to unfairness, by which violence delivered revenge. Violence was an attempt to regulate difficult internal states: intense emotions were released through aggression and violence was an attempt to escape being overwhelmed by voices, visions or paranoia. There were different patterns of emphasis across these processes when explaining an individual participant's offending behaviour.
Conclusions
The seven-factor model of violence derived from our analysis of patient accounts highlights multiple modifiable psychological processes that can plausibly lead to violence. The model can guide the research and development of targeted treatments to reduce violence by individuals with psychosis.
... Moreover, studies found a positive correlation between parental technoference and adolescent technoference and that these behaviours can subsequently both independently and collaboratively influence adolescent depression, anxiety and cyberbullying [40,42]. This direct effect could be explained by the social learning theory [66], which states that children model parental behaviours. That is, adolescents will acquire unhealthy digital device habits by observing and imitating the behaviours of their parents. ...
Purpose
The term ‘technoference’ refers to habitual interferences and disruptions within interpersonal relationships or time spent together due to use of electronic devices. Emerging evidence suggests associations between parental technoference and young people’s mental health and violent behaviours. This scoping review sought to summarise the existing literature.
Methods
A scoping review was undertaken across six databases (APA PsycINFO, MEDLINE, ASSIA, ERIC, Social Sciences Premium Collection, SciTech Premium). Searches included articles examining the association between parental technoference and adolescent mental health and violent behaviours. All included studies provided empirical findings.
Results
Searches retrieved 382 articles, of which 13 articles met the eligibility criteria. A narrative approach was applied to synthesise the eligible findings. Across all studies, adolescent perceptions of parental technoference were negatively associated to adolescent mental health and positively related to adolescent violent behaviours. Parental cohesion and mental health were identified as significant mediating factors.
Conclusion
Findings suggest that parents should be aware of the environment in which they use electronic devices as their use can potentially, directly and indirectly, influence adolescent mental health and violent behaviours. Further research into the potential caveats of parental technoference could support the development of evidence-informed guidelines for parental management of electronic devices.
... It does so by noting that the enactment of aggression is largely based on knowledge structures (e.g., scripts, schemas) created by social learning processes. Thus, GAAM incorporates the theoretical insights of much previous work, especially Bandura's social learning theory (e.g., Bandura, 1971Bandura, , 1973Bandura, Ross, & Ross, 1961, 1963, Berkowitz's Cognitive Neoassociationist Model (Berkowitz, 1984, the social information-processing model of Dodge and his colleagues {e.g., Dodge & Crick, 1990;Crick & Dodge, 1994), Geen's (1990) affective aggression model, Huesmann's social-cognitive model of media violence effects (Huesmann, 1986), and Zillmann's (1983) excitation transfer model. Figure 1 presents the basic GAAM structure with examples relevant to this article. ...
Two studies examined violent video game effects on aggression-related variables. Study 1 found that real-life violent video game play was positively related to aggressive behavior and delinquency. The relation was stronger for individuals who are characteristically aggressive and for men. Academic achievement was negatively related to overall amount of time spent playing video games. In Study 2, laboratory exposure to a graphically violent video game increased aggressive thoughts and behavior. In both studies, men had a more hostile view of the world than did women. The results from both studies are consistent with the General Affective Aggression Model, which predicts that exposure to violent video games will increase aggressive behavior in both the short term (e.g., laboratory aggression) and the long term (e.g., delinquency).
... Most important, they emphasize that to understand the causes of sexual aggression it is essential to consider the role of multiple factors, such as those creating the motivation to commit the act, those reducing internal and external inhibitions that might prevent it from being carried out, and those providing the opportunity for the act to occur. Some of these multifactorial models propose additive (e.g., Earls, 1983) and others propose interactive (e.g., Bandura, 1978;Finkelhor, 1984;Malamuth, 1983b) combinations of the causal factors. ...
This research integrated within a theoretical and empirical framework varied predictor factors pertaining to males' sexual aggression against women. The selection of predictors was guided by theorizing that sexual aggression is caused by the interaction among multiple factors, including those creating the motivation for the act, those reducing internal and external inhibitions, and those providing the opportunity for the act to occur. The predictor factors assessed were sexual arousal in response to aggression, dominance as a motive for sexual acts, hostility toward women, attitudes accepting of violence against women, psychoticism, and sexual experience. A measure assessing self-reported sexual aggression (primarily among acquaintances) in naturalistic settings served as the dependent measure. The subjects were 155 males. As expected, nearly all the predictor factors significantly related to sexual aggression. In addition, much better prediction of such aggression was achieved by a combination of these factors than by any one individually. It was also found that including interactions among these predictors yielded a regression equation that was more successful in relating to sexual aggression than an equation using an additive combination only. The relevance of these data to the causes and prediction of violence against women is discussed.
... Approach and avoidance are two basic forms of motivation in psychological research, which reflect ways of interaction between an individual, their behavior, and the environment. In this process, people can strengthen, maintain, or terminate their own behaviors through selfregulation (Bandura, 1978); that is, self-regulation can make people's behaviors vivid and selective, and can influence the use of different regulatory strategies. According to the regulatory focus theory proposed by Higgins (1998), individuals display two specific ways and tendencies in the process of self-regulation to achieve goals: promotion focus and prevention focus. ...
With the global trend of sustainable development, traditional nonprofit organizations are facing the challenge of economic value creation. Entrepreneurship offers a possibility for nonprofit organizations to survive with innovative business methods. Entrepreneurial orientation (EO) reflects the degree of innovativeness, proactiveness, and risk‐taking in terms of organizational entrepreneurial behavior. Research on the mechanisms of EO formation in a social context is still in the exploratory stage. While a large number of studies have explored dimensional modifications to EO, it has yet to consider how EO in a social context is affected at the individual level. To address this gap, we explain the potential impact of social entrepreneurs’ core self‐evaluation (CSE) on EO from social cognitive theory using a sample of Chinese social enterprises. The findings suggest that CSE has a significant positive effect on EO. We also distinguish the partially mediating role played by the two approaches and avoidance motives. The findings also suggest that the high socioeconomic status of social entrepreneurs strengthens the relationship between CSE and EO, as well as the relationship between CSE and both motives. Our findings provide valuable insights into the decision‐making behavior of social enterprises for sustainable development.
... An ethical leader is a moral example for their followers in the organization, making decisions based on ethical principles and infuencing their followers' ethical behavior by communicating with them in a two-way mode, establishing ethical standards, and setting rewards and sanctions [22]. Based on social learning theory, individuals can learn new knowledge, skills, attitudes, and values by imitating a role model's behaviors and qualities [25]. Ethical leadership encourages and supports participation in ethical care practices [26]. ...
Aim. The aim of this study is to explore the effects of ethical leadership on nurses’ organizational silence and the mediating role of organizational justice. Background. Organizational silence is considered to be an unethical and destructive influence on healthcare organizations. Ethical leadership has an important influence on nurses’ organizational silence. Yet, the effect of mechanism among ethical leadership, nurses’ organizational silence, and the perceived organizational justice remains unknown. Methods. We conducted a cross-sectional survey of 896 nurses in 11 hospitals in Henan Province, China, using a stratified sampling method. Data were analyzed using correlation analysis, one-way analysis of variance, and PROCESS macro. Results. Chinese nurses spoke highly of the ethical leadership of their nurse managers. Organizational justice and silence among nurses were at moderate levels. Ethical leadership significantly predicted nurses’ organizational justice (β = 0.453, P < 0.001) and nurses’ organizational silence (β = −0.450, P < 0.001). Organizational justice played a partially mediating role in ethical leadership and nurses’ organizational silence. Conclusion. Developing ethical leadership and improving organizational justice for nurses are critical to reduce organizational silence among nurses. Implications for Nursing Management. Hospitals can break organizational silence by developing ethical leadership in nurse managers through training related to ethical leadership, such as leadership programs. In addition, nurse managers can reduce the occurrence of organizational silence by increasing nurses’ sense of organizational justice.
... Since Bandura's Theory of Social Learning, it has been observed that our behavioral repertoire is learned by observing models, which include media characters: this impact is especially strong in children and adolescents (Bandura, 1978). As pointed out by Shawcroft and Coyne (2022), this does not mean that the person would repeat the character's behavior identically. ...
Superheroes, popular characters in contemporary media, have conflicting narrative elements: their goals are prosocial (helping those in need), but their means are violent. But how does this duality impact consumers? The present study aimed to carry out a systematic literature review investigating superhero media’s impacts on aggression and prosocial behavior, and related variables. Studies from the last ten years, published in English and Portuguese in Scopus, Psycinfo and Scielo, were considered. We used the following descriptors: Superhero or Hero, and Aggression, Antisocial, Violence, Prosocial, or Helping. The final sample went through a qualitative synthesis. The results showed that all studies in the sample pointed to positive impacts of superhero media on prosocial behavior. Data on aggression, on the other hand, were inconclusive. Finally, the variables gender and level of character identification contributed in understanding the effects of superhero media. We highlight the need for a deeper investigation on prosocial violent media and its outcomes.
... Bandura's theory on the association between modeling violent behavior and aggression suggests that the presence of violent behavioral attitudes, particularly within the family, heightens the likelihood of individuals exhibiting aggressive behaviors toward all sectors of society in their later years. This is because Bandura posits that aggression is a learned behavior, and he has empirically substantiated this notion through a variety of experimental studies [18]. The impact of intrafamilial abuse and neglect on criminality can be shaped by various influencing factors. ...
Crime and society appear as two inseparable concepts. In defining crime and attempting to uncover its causes, it is crucial to consider social concepts and processes. Since crime is defined through actions, it can be considered a dynamic phenomenon rather than a static one. This dynamism allows crime to manifest itself differently across societies and over time. Consequently, individuals, in regulating their behaviors throughout their lives, are primarily influenced by their families and environments. In terms of ensuring social welfare, penalties determined by laws alone are not sufficient. Hence, arises the necessity of crime prevention before it occurs. By implementing improvements in the environmental and societal domains, this imperative becomes more attainable. Consequently, the examination of social and environmental factors has increasingly been integrated into crime prevention programs. In this section, information regarding the relationship between the environment, society, and criminal behavior has been provided. Furthermore, the effects of a toxic environment on individuals’ inclination toward crime have been thoroughly examined within a theoretical framework, and the discussed topics have been debated in a manner that would contribute to the momentum of studies revealing the social and environmental dynamics of criminal behavior.
... According to this theory, violence is a learned behavior. Especially in childhood, situations such as being exposed to violence and/or witnessing violence lead to the normalization of violence (Bandura, 1973). Research on the subject reveals that witnessing violence or being exposed to violence increases the acceptance of violence and violent behavior (Ayhan & Özkan, 2016;Forke et al., 2018). ...
... making a difference since the friendships the son develops can influence their masculine norm adherence (Cherry & Gerstein, 2021; Exner et al., 2021; Ue, 2022). Much like Bandura's social learning theory(Bandura, 1978), men will observe their social contexts and model themselves after what they see. Therefore, while parenting styles may not be as impactful, the relationships outside of the family should be monitored as the son gets older.The results of the present study do not support that parenting styles make a difference in the son's coping style. ...
Of the three parenting styles created by Baumrind (1966), the authoritarian style has been largely associated with fathers due to previously reinforced unhealthy masculine norms. However, there has been a change in masculine behaviors and ideology in which fathers have taken on a more nurturing role (Lin & Billingham, 2014). Specifically, the son's coping style and masculinity will vary greatly depending on the paternal figures’ behavior during childhood and further (Addis & Cohane, 2005; Cherry & Gerstein, 2021). One hundred and fifty participants were recruited to take part in this study that is examining paternal gender role conflict and parenting styles on different outcomes for the son. ANOVAs were used to examine the effects of the paternal parenting style on the son’s coping style and gender role conflict. Regressions and correlations were used to examine the effects of paternal involvement and gender role conflict of the paternal figure in addition to the son's conflict and coping styles. The results did not support the hypothesis that parenting styles make a difference, but that gender role conflict and paternal engagement did appear to have an impact on the son's gender role conflict and coping style. The implications of how the father-son relationship should be examined in future research are discussed due to the contradicting results compared to the past literature.
... Animals can associate aversive or appetitive stimuli with cues that predict future outcomes, which is crucial for survival in nature. Given that direct experience entails significant risk and effort, there is a considerable evolutionary incentive for social learning among various animal species [1][2][3][4] . In rodents, both appetitive and aversive types of social learning tests have been developed. ...
Animals can acquire new knowledge by observing others' contexts and behavior, a process called social learning, which is essential for animals to survive in nature. While the social transmission of food preference (STFP) was previously adopted as a social learning test, several studies pointed out that non-social parameters might influence its food preference. We re-evaluated critical steps in the STFP test and designed an improved social learning test, which we now refer to as social transmission of food finding (STFF). A significant advance in the STFF test is the demonstration that mice learned the odor-food relationship with either positive or negative valence from the demonstrator without prior experience in the observer. Furthermore, a circuit dissection experiment showed that hippocampal function was differentially involved during learning and recall for STFF. Thus, STFF constitutes a highly advantageous social learning model in which valence-linked new knowledge can be socially transmitted without firsthand experience.
... Agresif adalah hasil proses pembelajaran sosial lewat pengamatan pada dunia sosial. (Bandura, 2019). Pemicu agresi yang umum adalah pada saat individu mengalami keadaan emosi tertentu, yang memanifestasikan dirinya sebagai kemarahan. ...
Aggressiveness is an act committed by an individual with the intention of hurting oneself, other people, or other objects. Some students of SMPN 17 Malang who have a habit of behaving aggressively need to be given individual counseling services in order to inhibit their aggressive behavior. Many techniques in guidance and counseling can be used to reduce aggressive behavior in students. One of them is the behavioral aversion technique approach. This study aims to reduce the aggressive behavior of SMPN 17 Malang students through behavioral counseling with aversion techniques. This study included a pre-experimental design with One Group Pretest-Posttest, the research subjects were 3 students who had high aggressive behavior, which was measured using an aggressive behavior scale. The results of the Wilcoxon test showed a significance value greater than 0.05. Because this research is to reduce behavior, the researcher uses an inverse significance value benchmark, meaning that if the significance value is greater than 0.05, this research is considered effective. So it can be concluded that behavioral counseling uses effective aversion techniques to reduce aggressive behavior in students. In future research, it is expected to be able to develop aversion techniques in more detail and better as well as a reference material to help overcome the problems of other subjects who need guidance and counseling services both individually and in groups.
... Positive reciprocity refers to the inclination to react positively when treated favorably, while negative reciprocity refers to the inclination to react negatively when treated unfavorably [34]. According to [35] social learning theory, individuals in subordinate positions often perceive their superiors as role models. Consequently, they tend to imitate the behavior of their superiors based on how they are treated. ...
Purpose—The purpose of this study is to investigate the impact of spiritual leadership on knowledge-hiding behavior in agriculture research institutes of Khyber Pakhtunkhwa, Pakistan. The study aims to analyze theoretical and empirical evidence regarding the mediation pathway, specifically professional commitment, in order to clarify the significant association between spiritual leadership and subordinates’ knowledge-hiding behavior. Design/methodology—This survey-based study used cross-sectional data and a five-point Likert scale to investigate the given hypotheses. In order to address the primacy effect and mitigate any potential for common method bias, data were collected at two distinct time points, with a four-week interval between them. Smart PLS4 was used to assess a sample of 298 complete and valid responses for hypothesis testing. Findings—The results show that spiritual leadership has a negative impact on employees’ knowledge-hiding behavior. Additionally, this relationship is mediated by professional commitment. Originality/value—First, in contrast to the majority of previous studies, which focused on the factors influencing knowledge sharing, the present study investigates the influence of spiritual leadership on employees’ knowledge-hiding behaviors, which are two contrasting concepts. Secondly, the study empirically examined the mediation effect of professional commitment. These three variables have not previously been studied together.
... Öğrenmenin değişik türleri vardır. Modelleyerek öğrenme (Bandura, 1978), kişinin ideal bir modeli önce gözlemleyip sonra taklit ederek gerekli öğrenmeyi sağladığı dolaylı bir öğrenme yoludur. Bu tür bir öğrenme-dilsel açıdan düşünüldüğünde-dinlemeyle ilişkilidir. ...
Bu araştırmanın amacı; izleme becerisinin bir dil becerisi olup olmadığını, dil öğretimindeki yeri ve önemini ortaya koymak; öğretim programlarında birlikte yer verilen dinleme becerisiyle ilişkisini belirlemektir. Nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseniyle oluşturulan çalışmada alanda çalışan öğretim üyelerinin görüşlerine başvurulmuş; doküman inceleme yöntemiyle de ilgili literatür taranarak ulusal ve uluslararası deneysel-kuramsal yayınlardan elde edilen veriler, bulgular bölümünde tartışmaya açılarak sıralanmıştır. Çözümlenen verilerle alanda çalışan 24 akademisyenin görüşleri karşılaştırılmış; izlemenin, dil öğretimindeki yeri belirlenmiştir. Araştırmada, ihmal edilmiş bir beceri olan izlemenin, genel olarak bir dil becerisi olmadığı (%54 oranla) ancak-diğer dil becerilerinin desteğiyle-alıcı bir dil becerisi özelliği gösterdiği (%83’lük oranla) ortaya çıkmıştır. Sesin ve dinlemenin olmadığı izleme çalışmalarının ise dilsel olmaktan çok zihinsel nitelikte olduğu (%72’lik oranla) belirlenmiş; izlemenin, dil becerilerini destekleyen bir zihinsel faaliyet olduğu (%100’lük oranla), dil eğitiminde dinleme ile izlemenin bir arada olması (%100’lük oranla) ve Türkçe öğretiminde izlemeye yer verilmesi (%100’lük oranla) gerektiği sonucuna ulaşılmıştır. Literatüre kazandırılmak üzere birkaç izleme yöntem ve tekniğinin teklif edildiği çalışmada izleme becerisini geliştirmek için eğitim/öğretim programlarının oluşturulması, öğretim programlarında izlemeye ayrı bir beceri olarak yer verilmesi, kademelere göre izlemenin kazanımlarının yazılması, bu becerinin yöntem ve tekniklerinin belirlenmesi vb. gerektiğine işaret edilmiştir.
... This term refers to individuals followed and imitated by other entrepreneurs because of their success in entrepreneurship and to some individuals who encourage and drive entrepreneurs to engage in certain specific entrepreneurial behaviours to achieve the expected goals [39]. Entrepreneurial role models play an essential role in individual entrepreneurship not only in behaviour guidance but also in spiritual support [40,41]. ...
Entrepreneurship, as one of the key means of alleviating extreme poverty, is difficult to achieve among people experiencing poverty partly because their initiative is bound by long-term dependence and their entrepreneurial awareness is not strong. According to the existing literature, entrepreneurial involvement can promote the entrepreneurial willingness of people experiencing poverty and produce entrepreneurial behaviour. However, the reasons and paths of entrepreneurial involvement affecting the poor’s entrepreneurial behaviour are unclear. This paper developed a model based on the theory of involvement to examine the impact of entrepreneurial involvement on the entrepreneurial behaviour of individuals experiencing poverty. A questionnaire survey was conducted with 289 entrepreneurs in poverty from the Wuling Mountain area, and data analysis was performed using a hierarchical regression model. The results indicate that entrepreneurial involvement has a significant direct positive effect on the entrepreneurial behaviour of people with low incomes through the partial mediation of local capabilities. Meanwhile, it has an indirect positive effect, and entrepreneurial role models positively moderate the relationship between entrepreneurial involvement and entrepreneurial behaviour of people with low incomes. The findings provide strong evidence supporting the significant role of entrepreneurial involvement in shaping the entrepreneurial behaviour of entrepreneurs facing poverty in less developed regions. Furthermore, the results highlight the importance of effectively leveraging local capabilities and resources through entrepreneurial involvement. Consequently, this study is of great importance in understanding how government and industries can facilitate entrepreneurial opportunities to their fullest extent by promoting entrepreneurial involvement, thus optimizing local capabilities and serving as influential entrepreneurial role models at the individual level. Furthermore, from a practical standpoint, this research offers tangible solutions and valuable insights regarding the role of entrepreneurial involvement in poverty reduction.
... Continued cyber-aggressive behaviors further develop, and eventually automatize, these knowledge structures if these initial behaviors are positively reinforced. Consistent with Social Learning and Social Cognitive Theories [70], positive reinforcement strengthens the likelihood of behavior-including antisocial behaviors [71]. Research has shown that positive reinforcement for engaging in cyber-aggressive actions positively correlates with cyberbullying perpetration in a sample of US emerging adults [68], and punishment for similar behaviors negatively correlates with cyberbullying [72]. ...
The purpose of the current theoretical review is to argue for the theoretical integration of cyber-racism perpetration into the broader cyberbullying context—making note of the similarities between both types of nefarious online behavior that make this integration appropriate and the differences that make the integration less clear. Cyber-racism and cyberbullying victimization have been shown to be prevalent in youth and is related to poor psychological outcomes. Understanding both types of antisocial online behaviors have implications for the understanding and subsequent reduction of cyber-racism. Our review focuses on a cyber-racism model that proposes the importance of anonymity perceptions afforded to the online user to cause cyber-racism via several routes that focus on (a) online disinhibition, (b) deindividuation and group polarization, and (c) stereotypes. We discuss the tenets of this theory and the overlap with the Barlett Gentile Cyberbullying Model—a learning-based model that focuses on how anonymity eventually predicts cyberbullying via the development of positive cyberbullying attitudes. We believe that theoretical integration is necessary; however, future work needs to test several theoretical underpinnings of these models first. We end with a discussion of theoretical and intervention implications before discussing limitations and future work. Overall, we hope this review sparks interesting future research to understand cyber-racism and broaden the existing research on cyberbullying.
... Social Learning Theory Bandura (1997) developed this theory. It posits that people learn new behaviour by observing or imitating or copying what other people do. ...
This study investigated personality traits, emotional intelligence and need for affiliation as predictors of social media addiction among undergraduate students of the University of Ibadan. The study adopted cross-sectional survey design while using purposive sampling technique to select three faculties: Education, Sciences and Social Sciences and convenience sampling technique to gather data from 340 undergraduate students. Four validated instruments: Personality Inventory Scale, Emotional Intelligence Scale, Need for Affiliation Scale, and Social Media Addiction Scale were used for data collection. Data collected were analysis using t-test of independent samples and multiple regression while the hypotheses were tested at a p >.05 level of significance. The result revealed that emotional intelligence [t (338) = 2.59, p <.05] and need for affiliation [t (338) = 19.24, p <.05] significantly influenced social media addiction. Also, personality trait jointly predicted social media addiction among the study population [R 2 = .35, F (5, 334) = 35.19, p <.05]. Finally, personality traits, emotional intelligence and need for affiliation jointly predicted social media addiction (R 2 =.63, F (7, 332) = 79.05, p < .05). It is concluded that personality traits, emotional intelligence and need for affiliation are excellent predictors of social media addiction among undergraduate students of the University of Ibadan. Therefore, it is recommended that the university authority should organise more orientation programmes to encourage students to engage more in formal one-on-one social interaction and less of informal social media interaction.
As racial and ethnic diversity have increased in America, prejudice too has expanded. Citizens are more wary of immigrants, with attitudes toward Asian immigrants in particular worsening during COVID-19. Yet less is known about the prejudice directed at other immigrant groups during this period, with research suggesting that feeling capable of interacting with new people could reduce misgivings about diversity. A web survey was conducted in April of 2020 to test the potential for digital and physical social competence to improve attitudes toward Mexican immigrants, as the largest immigrant group in the United States ( N = 665). Interpersonal competence was inversely associated with prejudice toward Mexican immigrants, with interpersonal skills such as attentiveness, expressiveness, and mindfulness being especially valuable for prejudice reduction. Computer-mediated communication competence was indirectly associated with feeling less prejudiced, through interpersonal competence, and social presence also moderated the conversion of CMC competence into interpersonal competence, diminishing prejudice even further. Digital social capabilities encourage admiration and sympathy for immigrants by making users feel more capable of interacting with them locally. Networked settings now have the potential to train dissimilar users to interact together in person, as a way of reducing prejudice.
Black women in America have historically been victims of oppression, racism, and sexual assault. This victimization can be traced as far back as the forced immigration to America in Jamestown, Virginia in 1619. Forced travel bondage on slave ships highlights the institutionalized pattern, not only of their suffering from repeated rape, but also logs their victimized sufferings in silence that they had to endure then and continue to endure in 21st century contemporary America. Black women have been socialized intergenerationally to respond in a specific manner similar to the female slaves who endured rape from ship crew members during their long voyage to the Americas. Even after slavery was legally abolished in 1865, Black women continued to endure victimizations not only due to their gender, but also due to discrimination, classism, perceptions regarding their sexuality, racism, and fear. These intersectional factors cause Black women to have become unique experiences at the hands of rapists. Thus, Black women have unique experiences as victims of rape than other individuals who are also rape victims. Any discussion of Black women and rape must be placed in a sociohistorical framework. The purpose of this article is to revisit historical underpinnings about the rape of Black women in a socialized manner that continues to hinder a silent, nonactive role, and in some instances denial of being a victim of rape. The aim is to sensitize, stimulate, and motivate action by increasing social work classroom discussions about the topic, increasing research in the area of rape of Black women utilizing an intersectional approach reviewing factors that are unique to Black women, and providing more information as a resource to enhance community awareness. Effective intervention strategies are also delineated.
The use of Information and Communication Technologies is clearly widespread among adolescents from a young age. Although it poses a significant contribution at the academic, social, and emotional levels, it can also involve a set of important risks, including cyberbullying and, therefore, cybervictimization. Previous studies have pointed out the importance of family context since parental control and family communication emerge as contributors to this phenomenon. Therefore, the aim of the present study was to analyze the influence of family communication on cybervictims and the moderating role of different sociodemographic variables (age, gender, nationality, and culture), as well as social, emotional, and personality variables. In this context, a meta-analysis was performed with a random effects model, using a total meta-sample of 29,093 adolescents (mean age: 14.50 years) distributed in k = 20 samples belonging to nine studies on cybervictimization published in English in Q1 journals between 2015 and 2020. The results showed that family offensive communication is related to cybervictimization. This could be because the affected individuals often use social media to compensate for the deficiencies they perceive within their families, as well as to obtain support, which increases their time spent on the Internet and their exposure to this phenomenon. These findings highlight the need for family and community interventions, not only school-based or individual interventions.
The purpose of this research was to determine the association between witnessing interparental violence and anger expression styles in adolescents. Previous studies have generally focused on the attitudes to violence of individuals witnessing it. However, the present research specifically investigated the association between witnessing interparental violence and anger. The research was performed as a descriptive and correlational study. The research sample consisted of 1,000 adolescents aged 15 to 19 contacted via social media platforms using the convenience sample method. An online data collection form containing questions was prepared to determine adolescents’ sociodemographic characteristics and contained questions from the Witnessing Interparental Violence Scale and Trait Anger Expression Inventory. Statistical analysis was performed on SPSS 21.0 software. In all, 446 (44.6%) adolescents had witnessed interparental violence. Trait, externalized, and internalized anger scores were higher among adolescents who had witnessed interparental violence compared to those who had not. This research shows that witnessing interparental violence has significant effects on the individual’s trait anger and anger expression styles. We recommend that the effects of exposure to violence and witnessing interparental violence be compared and that witnessing violence in different cultural environments be evaluated in future studies.
This report presents a methodology for the prognosis of trauma victims' mental health using stress modeling. This is applied to a fictional narrative of an environmental activist, John, who undergoes a series of events impacting his mental well-being over 12 months. In this report we demonstrate the potential for stressful Threat Management Assessments to precipitate the mental breakdown of the subject, or escalate an incipient conflict.
Reports are provided with a version number so updates can be tracked. CIA torture program methodology. This work is provided for law enforcement, and medical professionals so they can enhance their understanding of, and improve treatment plans for torture surivors. Current American Medical Guidelines are not effective in diagnosing or treating victims of torture; especially problematic given global refugee crisis.
In South Korea, anti-feminism is now rapidly spreading online among young men, who have started to identify themselves as a social minority or “victims” of female power. Despite its ramifications, theoretically, anti-feminism is indistinct from the racism and sexism of White men that emerged more than half a century ago. In view of this, it shares the same root as typical modern racism or sexism, although it appears to be a novel phenomenon. Such a hypothesis was buttressed by quantifying the attitudes of anti-feminists toward various outgroups based on the transference of prejudice theory. Moreover, the subtle sexist undertones hidden in their arguments have been discussed using various psychological theories and empirical data/statistics. Additionally, various potential factors that may shape or accelerate their attitudes or behaviors have been discussed on the basis of the threat-defense theory. Through comprehensive literature review based on this theory, this study proposes the features related to Korean anti-feminism, encompassing behavioral/situational (overindulging violent or degrading Internet contents, verbal aggression), relational/epistemic (ostracism, attachment insecurity, pseudo-rationalism), and group-level (provocative interactions, polarization) attributes, some of which may also influence groups other than young men and ingrain or exacerbate the extreme ideologies of other groups, including young women. Scrutinizing Korean online anti-feminism and male-victim ideology may improve our understanding of the psychological origins of various social extremities or radical ideologies beyond cultural barriers.
Intimate partner violence (IPV), which can include physical and psychological harm toward an intimate partner, is a significant problem on college campuses with 20%–50% of college students reporting victimization during their college careers. The intergenerational transmission of violence theory suggests that Family of Origin Violence (FOV; e.g., witnessing IPV between parental figures and experiencing childhood physical abuse) increases the likelihood of perpetrating IPV as an adult. FOV is also associated with an increased risk of developing antisocial personality traits, a correlate of IPV perpetration. We examined whether antisocial personality traits explained the relationship between FOV (i.e., experiencing and witnessing) and four different types of emotional partner abuse (i.e., restrictive engulfment, denigration, hostile withdrawal, and dominance/intimidation) while controlling for sex, alcohol, and drug use/problems. Experiencing FOV positively associated with restrictive engulfment emotional partner abuse ( B = .04, 95% CI [.01, .08]), hostile withdrawal emotional partner abuse ( B = .07, 95% CI [.03, .13]), and dominance/intimidation emotional partner abuse ( B = .04, 95% CI [.01, .09]) through antisocial personality traits. These findings have implications for the long-term consequences of FOV.
Since the COVID-19 pandemic, video conferencing platforms have given rise to new virtual activities, such as virtual study rooms where users utilize video to share ambient presence for study motivation. In virtual study rooms, it can be challenging for the users to determine what to reveal and what to hide on camera, as the video needs to strongly convey their presence without revealing more than necessary. In this paper, we investigate the conflicting needs of virtual study room users to reveal and hide on camera, as well as the methods they employ to cope with these needs using videos. To this end, we conducted a three-step qualitative study. The first study involved interviews to discover the key user needs that entail the conflict to reveal and hide. The second study utilized virtual study room screen analysis to identify the video features that characterize virtual study room videos. In the last study, we employed interviews to associate the video features with the key user needs. Based on these findings, we discussed the effects of studying together that could be applied to a non-physical and non-interactive co-studying environment and the need for further development of video conferencing tools to effectively share ambient presence.
In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.
The outbreak corona virus (COVID‐19) is particularly harmful and damaging to the elderly in terms of social, economic, and emotional dimensions. There has been a massive increase in reports of elder abuse during the pandemic situation everywhere including India. The COVID-19 pandemic has increased the vulnerability degree of the elderly to a large extent which has been supported by various empirical based research studies undertaken by NGOs working in the field of ageing like Help Age India, Age well Foundation so on. Elder maltreatment is a common phenomenon in the global frontier as a pervasive and sky rocketing problem. Abuse of the elder can be physical, emotional, financial, and a combination of these. It is urgently needed to draw the attention of social welfare agencies, policy makers and other associated bodies regarding the elderly abuse. Several practices in the present COVID-19 pandemic can also be labelled as abusive: refusal to hospitalize older people and their de-prioritization in access to care and well-being are some of the most blatant acts of human rights of older people. The present paper makes an attempt to better understand the complex dynamics that lead to elder abuse by understanding a theoretical model called the Abuse Intervention/Prevention Model (AIM) (Mosqueda et. al. 2016). This model highlights on three core and intersecting considerations: (1) the vulnerable older adult, (2) the trusted other, and (3) the context in which the abuse occurs. Each of these is studied in relation to the COVID‐19 pandemic and concluded with suggestive measures to mitigate the risks of abuse against the elderly.KeywordsCOVID-19Elder AbuseAbuse intervention/prevention modelSuggestive Measures
Although family conflict is recognized as a detrimental factor for adolescents’ depression, the underlying mechanisms remain unknown. This study investigates the mediating effect of cyberbullying perpetration and the moderating effect of making sense of adversity in this association. A sample of 814 Chinese adolescents (Mean age = 16.79 years) from Zhejiang province, China, is collected through multi-stage cluster random sampling. The moderated mediation model is performed by SPSS macro PROCESS. The results illustrate that cyberbullying perpetration partially mediates the relationship between family conflict and depression. In addition, the effects of family conflict on cyberbullying perpetration and depression are moderated by making sense of adversity, with the impact being weaker for adolescents with high making sense of adversity than for those with low making sense of adversity. These findings contribute to our understanding of the influencing path from family conflict to depression, as well as the significance of making sense of adversity in Chinese culture. The need for policy development and family intervention to improve adolescents’ mental health are emphasized.
Background/Aim: Young people in care may show significant mental health difficulties because of previous adverse experiences, such as maltreatment or violence. However, no meta-analyses have been conducted on this topic. We aim to identify the role of previous maltreatment in current symptoms of children and adolescents in out-of-home care. Method: A search in Academic Search Complete, PsycArticles, PsycInfo, Psychology and Behavioral Sciences Collection, ERIC, Medline, Web of Science and Scopus databases was conducted. Studies were included if they were empirical and quantitative, involved school-aged children and adolescents, assessed maltreatment before placement in care and current internalizing and externalizing symptoms. Multiple effect sizes were extracted from each primary study, and a three-level meta-analysis for each type of maltreatment associated with internalizing and externalizing symptoms was conducted. Results: The search yielded 122 effects sizes from 28 studies. Results indicated significant overall effects of general maltreatment (r = .260), abuse (emotional/physical) (r = .135) and sexual abuse (r = .247) on internalizing symptoms. In relation to externalizing symptoms, overall effects of abuse (emotional/physical) (r = .097) and sexual abuse (r = .187) were identified. The overall effect sizes of neglect were neither significant for internalizing or externalizing symptoms. A set of moderators was tested, and significant effects were found for the type of maltreatment measure on internalizing symptoms and for gender on externalizing symptoms. Conclusions: This study provides new insights beyond previous systematic reviews, as we were able to disentangle the associations between maltreatment and internalizing and externalizing symptoms in out-of-home care.
Previous studies suggested that parenting is critically important in the development of both moral identity and compassion, but more research is needed concerning the stability of these effects and whether they carry over into adulthood. The present study addressed this issue by examining the link between a specific dimension of perceived parental style and compassion and the mediating role of moral identity in this relationship. The research sample comprised 208 adults aged 18 to 60 (M = 25.44, SD = 7.09, 82.2% females). The participants completed self-report scales measuring perceived parental emotional warmth, compassion, and moral identity (i.e., moral self and moral integrity). Correlation analysis suggested that compassion was positively associated with all the measured variables. Mediation analysis results suggested that both facets of moral identity mediated the link between perceived parental emotional warmth and compassion. We discuss these results considering their importance for cultivating moral identity and compassion and the important role of parents in this regard.
Previous research has established that positive sibling relationships can be protective against peer bullying and
general family conflicts, as well as improving self-esteem and development, but significantly less attention has
been given to the situation when these relationships are not positive, specifically with bullying between siblings.
Despite being viewed as a ‘normal’ part of growing up, the consequences of sibling bullying can be as harmful as
that of peer bullying, if not more, and it is necessary to understand and address the problem. The current scoping
review assesses the existing research on sibling bullying, with attention to what is currently known and what is
yet to be understood. Four databases were searched, and 45 papers were identified and synthesised. Much of the
literature was conducted in Western countries, with a focus on self-reported protective and risk factors. Moreover, much of the research has identified surface-level characteristics of sibling bullying, with limited explanation for why these issues arise. This scoping review highlights and discusses these findings and provides
recommendations for further research.
In a quasi-experimental field study, 85 high-school age delinquent boys in a residential facility viewed aggressive or neutral commercial movies every evening for a week. Behavioral observations were obtained through a non-hierarchical, minimally inferential time-sampling procedure during a baseline week (at noon and in the evening), a treatment week (noon and evening), and a posttreatment week (noon). The main immediate effects of the violent films were an overall increase of both active behaviors and physical aggression; the effects on verbal aggression were more persistent but limited to 1 of the 2 cottages of Ss viewing aggressive films. On the other hand, more interactions occurred as an immediate consequence of viewing the films in the 2 neutral treatment cottages; moreover, 1 of these 2 cottages also decreased its level of physical (short-term effect) and verbal (short- and long-term effects) aggression. In the aggressive treatment cottage, which was most affected, Ss who were most dominant, most popular, and least popular were influenced the most; an opposite effect was exhibited by Ss who were judged as least aggressive by their peers. (27 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Notes that explanations of human behavior have generally favored unidirectional causal models emphasizing either environmental or internal determinants of behavior. In social learning theory, causal processes are conceptualized in terms of reciprocal determinism. Viewed from this perspective, psychological functioning involves a continuous reciprocal interaction between behavioral, cognitive, and environmental influences. The major controversies between unidirectional and reciprocal models of human behavior center on the issue of self influences. A self system within the framework of social learning theory comprises cognitive structures and subfunctions for perceiving, evaluating, and regulating behavior, not a psychic agent that controls action. The influential role of the self system in reciprocal determinism is documented through a reciprocal analysis of self-regulatory processes. Reciprocal determinism is proposed as a basic analytic principle for analyzing psychosocial phenomena at the level of intrapersonal development, interpersonal transactions, and interactive functioning of organizational and social systems. (62 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Randomly divided 22 male and 22 female 3rd and 4th graders into groups for a 2 * 2 (Sex * Film/No Film) factorial design. Ss in the aggressive film group saw a cowboy film that depicted many violent events. All Ss were led to believe that they were responsible for watching the behavior of 2 younger children whom they could see on a videotape monitor. The younger children at first played quietly, then became progressively destructive. Their altercation culminated in a physical fight ending with the apparent destruction of the television camera. The dependent measures were (a) the time it took an S to seek adult help after the younger children began to be disruptive and (b) whether or not the S waited until the younger children had begun to abuse one another physically before seeking adult help. Results show that (a) Ss who saw an aggressive film took longer to seek adult help than Ss who did not see the film and (b) Ss in the film group were much more likely to tolerate all but violent physical aggression and destruction before seeking help. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews the literature which examined the effects of exposing organisms to aversive events which they cannot control. Motivational, cognitive, and emotional effects of uncontrollability are examined. It is hypothesized that when events are uncontrollable the organism learns that its behavior and outcomes are independent, and this learning produces the motivational, cognitive, and emotional effects of uncontrollability. Research which supports this learned helplessness hypothesis is described along with alternative hypotheses which have been offered as explanations of the learned helplessness effect. The application of this hypothesis to rats and man is examined. (114 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In a yoked control design, 40 male undergraduates were either given a verbal reinforcer for shocking an experimental confederate or were not reinforced for giving shocks. Reinforced Ss increased the intensity of the shocks they delivered at a significantly higher rate than did nonreinforced Ss. Reinforcement for giving shocks was also found to increase the probability that a S would later freely associate an aggression-related word to an aggressive verbal stimulus. Reinforcement effects were not related to Ss' verbalization of the reinforcement contingency. (20 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In two separate experiments, the hypothesis that exposure to violence in the context of television drama decreases subjects' emotional responsivity to portrayals of real-life aggression was tested. Subjects were shown either an excerpt from a violent police drama or a segment of an exciting but nonviolent volley-ball game before watching a videotaped scene of real aggression. Emotionality was measured by changes in skin resistance which was measured continuously throughout the session. In Experiment 1, subjects were 8- to 10-year-old children and the real aggression was a film of an argument and fight between two preschoolers. In Experiment 2, college students participated and reactions to real aggression were measured while subjects watched scenes from news films of the riots at the 1968 Democratic National Convention. With the exception of adult females, subjects who previously had viewed the aggression drama were less aroused by the scenes of real aggression than were subjects who had seen the control film. Further support for the hypothesis was provided by the finding that for most groups of subjects, the amount of television violence normally viewed was negatively related to responsivity while viewing aggression.
Reviews evidence that (a) supported the proposition that general emotional arousal facilitates aggression in the presence of aggressive cues and (b) substantiated the position that an arousal state of anger specifically increases the instigation to aggression. Furthermore, research is reviewed which supports the view that additional general arousal increases or decreases the effect of anger on aggression, depending on whether the arousal state is attributed to the source of the anger or to another source of general arousal. Controversy about the anger/aggression relation is discussed in terms of the failure to specify the function of the aggressive response. Research revealed that if the aggressive response is directed primarily toward injuring the target (but not toward some other goal), an angered person expresses aggression.
This laboratory investigation using 64 college students as subjects assessed the role of three disinhibiting variables in producing both physical aggression and an internal state of deindividuation. Altered responsibility, congnitive set, and modeling were manipulated in a factorial design, and all three variables significantly increased physical aggression. No interaction produced significant results. The increase due to altered responsibility and varying cognitions supports Zimbardo's theory of deindividuation which relates certain input variables to wild, impulsive behavior. Questionnaire data indicated that the increase in aggression was not accompanied by internal mediational factors such as reduced self-awareness. It appears that disinhibiting forces may produce increases in antisocial behavior without necessarily producing a deindividuated internal state.
Exposed a total of 121 5-14 yr old boys with histories of high and low exposure to TV (and the violence therein) to a moderately violent film. Measures of autonomic response (skin conductance and blood volume pulse amplitude) were taken before and during their exposure to the violent film. Over both measures and in another replicated study, the high TV exposure Ss were significantly less aroused autonomically. This suggests a limited but still definite and measurable desensitization to filmed violence. Since the Ss had had either no exposure or no recent exposure to the particular film, results suggest the possibility of a generalizing effect for the desensitization that occurred. (25 ref.)
Conducted an experiment with 63 male and 62 female undergraduates to test the hypothesis that the individual in a transmitter role in S. Milgram's obedience paradigm is more obedient to destructive commands than the individual in an executant role. The hypothesis was based on the assumption that the person in the transmitter role, because he is one step removed from the act, feels reduced responsibility for its consequences. Results support the hypothesis. Ss were more obedient when they were required to communicate an order to hurt another (transmitter condition) than when they were ordered to carry out that order (executant condition). Across conditions female Ss were less obedient than males, significantly so in the executant condition. The general level of obedience in the executant condition was lower than that found by Milgram. Discussion focuses on the social forces that operate on individuals performing executant and transmitter roles in organizations.
Conducted 2 experiments in which male undergraduates (N = 195) observed a model acting as the teacher in a learning situation, a role requiring the administration of apparently painful shocks to the learner. The S himself later served as the teacher in a situation similar to that observed. For 1/2 the Ss in each experiment, the model obeyed the E's commands; in the other conditions, the model was disobedient. For both conditions of obedience, information regarding the model's level of arousal was also manipulated. Each experiment also contained 1 group of controls who saw no model. In Exp. I, a main effect was found for the variable of obedience-disobedience. A difference between the calm-obedient and nervous-obedient groups was also found, but it was of only borderline significance. Exp. II replicated the findings of the 1st study and showed a significant interaction between the variables of (a) the model's obedience and the model's initial level of arousal; and (b) the model's obedience, the initial arousal of the model, and the change in the model's level of arousal. Results are interpreted in terms of "coping" models and social-comparison processes. (20 ref.)
Tested and confirmed the hypothesis that reinforced Ss react more aggressively to violence-related words than do nonreinforced Ss. 24 male undergraduates were given either a verbal reinforcer or no reinforcer for delivering electric shocks to another person each time a light went on. Reinforced Ss increased the intensity of shocks delivered over a long series more sharply than did nonreinforced Ss. Reinforced Ss also subsequently gave more intense shocks than nonreinforced Ss in response to a verbal stimulus related to aggression. Nonreinforced Ss inhibited aggression in the presence of aggressive verbal cues. Results are discussed in terms of antecedent habit strength which increases the intensity of responses to stimuli related to aggression. (15 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
DURING THE 1ST PHASE OF AN EXPERIMENT, 1/2 OF THE SS WERE TRAINED TO CHOOSE AGGRESSIVE WORDS (HOSTILE GROUP), AND THE OTHER 1/2 WERE TRAINED TO CHOOSE NONAGGRESSIVE WORDS (NONHOSTILE GROUP) FROM SETS OF 4 DIFFERENT WORDS WHICH E READ ALOUD TO S. IN THE 2ND PHASE, ALL SS OSTENSIBLY DELIVERED ELECTRIC SHOCK TO ANOTHER "S" WHILE CARRYING OUT A TRAINING PROCEDURE. 1/2 OF EACH OF THE ABOVE GROUPS DELIVERED SHOCK UNDER AN INTERDEPENDENT CONDITION, DESIGNED TO CREATE FRUSTRATION, AND THE OTHER 1/2 UNDER AN INDEPENDENT (NONFRUSTRATIVE) CONDITION. THE RESULTS INDICATE THAT DIFFERENTIAL TRAINING OF AGGRESSIVE VERBALIZATIONS WAS EFFECTIVE IN PRODUCING DIFFERENTIAL PHYSICAL AGGRESSION (INTENSITY BUT NOT DURATION). SUPPORT WAS NOT FOUND FOR THE DIFFERENTIAL EFFECT OF THE FRUSTRATING CONDITIONS. THE RESULTS OFFER SUPPORT FOR THE VIEW THAT HOSTILE RESPONSES MEDIATE OVERT AGGRESSIVE BEHAVIOR. (19 REF.)
60 females, who were ostensibly serving as assistants in a learning study, were required to deliver electric shocks as punishments for "errors" to a confederate of E. Ss selected the intensity of the shock they delivered. During a training period experimental Ss were verbally reinforced for delivering shocks of relatively high intensity. Pretest-to-posttest increases in intensity of shock were significantly greater for experimental Ss than for control, nonreinforced, Ss. This increase was, however, confined to Ss who used an intially high or medium level of intensity; Ss initially using low initial intensities were not influenced by the reinforcement procedure.
Fighting behavior was conditioned in paired rats according to operant principles. Water reinforcement was made contingent upon those responses which successively approximated those typical of attack and fighting. Fighting eventually occurred which was characteristic of unconditioned aggression.
The authors propose that television, while entertaining children, also socializes them. To support this conclusion they review the literature regarding effects of television content on aggressive and prosocial behavior and social attitudes. The structure of the television industry is examined and economic factors are found to outweigh concern for the public in the choice of programming. To increase the beneficial role of television, the authors argue there must be greater diversity of broadcast content and more parental direction of children's exposure to it.
Forty-three subjects were stimulated in the laboratory to "fear" and "anger," during which the following physiological reactions were recorded: (1) heart rate, (2) ballistocardiogram, (3) respiration rate, (4) face temperature, (5) hand temperature, (6) skin conductance, and (7) integrated muscle potential. The scores used were the maximum rise and maximum fall from the preceding resting level and the number of responses of a critical value per unit time. Of the 14 scores thus obtained, 7 showed significant discrimination between anger and fear. Diastolic blood pressure rises, heart rate falls, number of rises in skin conductance, and muscle potential increases, were greater for anger than for fear, whereas skin conductance increases, number of muscle potential increases, and respiration rate increases were greater for fear than for anger. Profile difference scores, computed from appropriate combinations of these differences, were found to be greater than zero in 42 of the 43 cases and to have a mean which deviated very significantly from zero, which rejects the null hypothesis that there is no difference in physiological reaction between anger and fear. The patterns obtained for anger and fear argue against the Arnold proposal that anger is a strong reaction of both the sympathetic and parasympathetic branches of the autonomic nervous systems, whereas fear is but a sympathetic reaction. Another finding was the very low correlations among the physiological reactions and the significantly higher intercorrelations for anger than for fear, which was interpreted as indicating greater physiological integration during anger. Between-subject variance was significantly greater than within-subject variance, which supports the findings of Lacey and Malmo that there is considerable specificity in physiological response patterns. The physiological response patterns of anger were suggested as being similar to those produced by injections of epinephrine and nor-epinephrine combined, and those of fear as being similar to injections of epinephrine. Copyright (C) 1953 by American Psychosomatic Society
Data from a survey of the black community in Los Angeles, conducted shortly after the Watts riot, are analyzed to provide a clearer picture of the people involved in the riot. About 15 percent of the area's residents were active in the riot, with another 30 percent as “close spectators.” It was perceived as a proximate and immediate event, touching personally most of the ghetto residents. Degree of proximity did not, however, distinguish those adopting a protest ideology from those who saw the riot as a meaningless, random event. The “riff-raff” theory of riot participation failed in several respects: the riot was not the work of a small handful of the ghetto's residents, or of any particularly deviant subgroup within the ghetto, but of a large proportion of the area's youth. Moreover, non-participants did not strongly oppose it; they were rather optimistic about its potential effects, despite their abhorrence of its violence.
The extent, types, and causes of protest and rebel lion in twenty-one Western nations are statistically analyzed, using data on civil strife for 1961-65. Proportional measures of man-days and deaths in strife are combined in "magnitude of strife" scores. For more detailed comparisons, four com ponent strife scores are determined by distinguishing violent from nonviolent strife, and turmoil (riots, demonstrations) from rebellion (revolution, terrorism). The relative impor tance of three causes of strife is then examined: the extent of discontent, cultural justifications for strife, and the balance of social support between regimes and dissidents. Measures of these three causes, combined in multiple regression analyses, explain almost identical proportions of all forms of strife. The balance of social support is an important cause of variation in all forms of strife. Attitudes justifying strife are shown to be most important as causes of the least intense forms of strife. Most strikingly, discontent is found to be a negative cause of nonviolent protest but the strongest positive cause of rebel lion. These findings form the basis for an explanatory and predictive categorization of the Western nations according to their structural, cultural, and psychosocial potential for the several kinds of strife.
Tested in 2 separate experiments, the hypothesis that exposure to violence in the context of TV drama decreases Ss' emotional responsivity to portrayals of real-life aggression. Ss were shown either an excerpt from a violent police drama or a segment of an exciting but nonviolent volley-ball game before watching a videotaped scene of real aggression. Emotionality was measured by changes in skin resistance which was measured continuously throughout the session. In Exp I, Ss were 28 8-10 yr olds, and the real aggression was a film of an argument and fight between 2 preschoolers. In Exp II, 59 college students participated, and reactions to real aggression were measured while Ss watched scenes from news films of the riots at the 1968 Democratic National Convention. With the exception of adult females, Ss who previously had viewed the aggression drama were less aroused by the scenes of real aggression than were Ss who had seen the control film. The hypothesis is further supported by the finding that for most groups of Ss, the amount of TV violence normally viewed was negatively related to responsivity while viewing aggression. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
The present study tested derivations from social learning theory on the disinhibition of aggression through processes that weaken self-deterring consequences to injurious conduct. Subjects were provided with opportunities to behave punitively under diffused or personalized responsibility toward groups that were characterized in either humanized, neutral, or dehumanized terms. Both dehumanization and lessened personal responsibility enhanced aggressiveness, with dehumanization serving as the more potent disinhibitor. Escalation of aggression under conditions of dehumanization was especially marked when punitiveness was dysfunctional in effecting desired changes. The uniformly low level of aggression directed toward humanized groups, regardless of variations in responsibility and instrumentality of the conduct, attested to the power of humanization to counteract punitiveness. Results of supplementary measures are consistent with the postulated relationship between self-disinhibiting processes and punitiveness. Dehumanization fostered self-absolving justifications that were in turn associated with increased punitiveness. Findings on the internal concomitants of behavior performed under different levels of responsibility suggest that reducing personal responsibility heightens aggressiveness more through social than personal sources of disinhibition.
Hunting and gathering has been the dominant mode of living for 99% of Man's time on earth. This was the way of life for the cultures that carried out the "diaspora" of mankind out of Africa and across the continents beginning some 2.5 million years ago. Only after this dispersal was complete, about 10,000 years ago, did the more settled agricultural way of life begin to develop and spread. The switch to agriculture appears to have begun with cereal cultivation in the subtropical regions (such as the Middle East) and spread through colonization to other regions, including Africa's tropics. The vast majority of cultures became agricultural, yet some cultures have maintained their hunting and gathering lifestyle despite long interaction with agriculturally based neighbors. These include, among others, Eskimos, Australian Aborigines, Kalahari Bushmen and the Pygmy tribes of central Africa. Colin Turnbull's The Forest People is an engaging study of the last group, the Pygmies. Thinking about the book from the perspective of the Human Journey, certain questions arose in my mind: If Homo sapiens developed outside the tropical forest, why did the Pygmies' forebears choose to return? How much of the hunting/agriculture choice was affected by changes in climate? How and why did/do the Pygmies "resist" becoming agricultural? How much can we assume about the similarity between the Pygmies of today and their hunting and gathering forebears of long ago?
CHILDREN RATED THE AFFECTIVE MEANING OF VARIOUS MODELED BEHAVIORS AND SUBSEQUENTLY RECALLED THEM AFTER 2 AND 8 MO. SHORT-TERM RETENTION WAS SIGNIFICANTLY GREATER FOR POSITIVELY VALENCED STIMULI, BUT NO DIFFERENCE WAS FOUND ON THE LONG-TERM MEASURE. INTERTRIAL RETENTION WAS INTERPRETED AS A FUNCTION OF SUBJECTIVE ORGANIZATIONAL FACTORS. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a unified conceptual system for understanding both individual and collective violence. The learning of aggression, the processes which trigger violence, and the rewards and punishments of aggression are discussed. Guidelines for reducing societal levels of aggression are presented. (42 p. ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
While psychologists "were demonstrating in the laboratory the remarkably fine degree of control which man had at his disposal, all hell was breaking loose outside in the real world." Recent evidence regarding self-destruction, the destruction of others, riots, mob violence, the diminution in the value of life, and the loss of control of behavior is presented. Research evidence relating anonymity to aggression, car smashing, vandalism, and other violent acts is also presented. The "releaser cues" required to initiate destructive vandalism in various cities such as New York and Palo Alto are compared. Anonymity, deindividuation, dehumanization, and control (or the lack of it) are the key words. "In the eternal struggle between order and chaos, we openly hope for individuation to triumph, but secretly plot mutiny with the forces within, drawn by the irresistible lure of deindividuation." (26 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
2 experiments designed to test the hypothesis "that the cues distinguishing the unpleasant emotions of anger, fear, and sorrow derive from S's perception of his situation." The general procedure employed was to present to the Ss mimeographed descriptions of hypothetical present, past, and future frustrations with the request that they check which of the 3 emotions they would experience in each case. The hypothesis would predict that the emotions named would be anger, sorrow, and fear respectively. Results from a total of 579 high school and college students supported the hypothesis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
Preadolescent boys either high or low in characteristic level of peer-directed aggression were initially annoyed by a peer confederate and then delivered aversive auditory stimulation to him via headphones. Half the boys of each aggression status were led to believe that they had injured their victim, through high pain-cue feedback, whereas the other half were given low pain-cue feedback. Subsequently, boys self-dispensed rewards with instructions to take what they deserved for what they had done to the other boy. Low aggressive boys severely curtailed their self-reinforcement following high pain cues, whereas high-aggressive boys did not. Results supported the view that high-aggressive boys fail to experience the negative self-reactions following injurious behavior that are experienced by boys lower in aggressive tendencies.
In this quasi-experimental field study, delinquent members belonging to two cottages viewed aggressive commercial movies every evening for a week, while at the same time, subjects from two other cottages were exposed to neutral commercial movies. Behavioral observations were obtained through a nonhier-archical, minimally inferential procedure of a time-sampling nature; they were taken during a baseline week (at noon and in the evening), a treatment week (noon and evening) and a posttreatment week (noon). The main immediate effects of the violent films were an overall increase of both active behaviors and physical aggression; the effects on verbal aggression were more persistent but limited to one of the two cottages. On the other hand, more interactions occurred as an immediate consequence of viewing the films in both neutral treatment cottages; moreover, one of these two cottages also decreased its level of physical (short-term effect) and verbal (short- and long-term effects) aggression. In the aggressive treatment cottage, which was most affected, subjects who were most dominant, most popular, and least popular were influenced the most: an opposite effect was exhibited by those subjects who were judged as least aggressive by their peers. Complementary data are presented and discussed; the difference between the single individual laboratory paradigm and the existing group field paradigm is especially stressed.
Two matched groups of five preschool children each were exposed to either aggressive or nonaggressive television programs for a total of approximately 110 min over a period of 11 days. Interpersonal aggressive behavior immediately following viewing was recorded and compared with the same type of behavior during a prior 10-day baseline period. Ss who viewed aggressive television programs showed significantly greater increases in interpersonal aggression from baseline to treatment than did Ss who viewed nonaggressive programs. Results extended the generality of the previous finding that children's noninterpersonal aggressive behavior increased subsequent to viewing filmed aggression.
2 experiments were performed in which young boys observed a male model exhibit aggressive behavior. In the first experiment, Head Start boys who observed a model who received considerable verbal positive reinforcement imitated significantly less than subjects who observed a model who received no reinforcement. The second experiment replicated certain portions of the first experiment but with University Laboratory School boys. The results showed that subjects who observed the reinforced model imitated more, but not significantly so, than subjects who observed the nonreinforced model. The Laboratory School subjects in the positive vicarious reinforcement condition imitated significantly more than their counterparts from Head Start. These results were discussed in terms of past history of reinforcement for imitation which may be linked to racial or socioeconomic variables.
The immediate precipitants and underlying conditions of 76 race riots in the U.S. between 1913 and 1963 are examined, using journalistic accounts and census data. The precipitants tend to be highly charged violations of one racial group by the other--rape, murder, assault, and police brutality. Since many of these precipitants are normally dealt with by established community institutions and because the response is not restricted to the alleged aggressor, various underlying conditions must be present. Hypotheses derived from earlier case studies and texts on collective behavior are examined to determine why riots occur where they do rather than in other cities of comparable size and location. Occupational and municipal government characteristics influence the occurrence of riots; demographic and housing characteristics do not. Riots seem most likely to occur in communities where institutional malfunctioning, cross-pressures, or other inadequacies are such that the city is unable to resolve racial problems.
Operant reinforcement of aggression was studied in food-deprived pigeons by delivering food for attacks against a target pigeon. The food was delivered according to a fixed-interval schedule and attack behavior was recorded automatically. Attack could be conditioned and extinguished, and the proportion of time spent in attack was a direct function of the frequency of reinforcement of the attack. The fixed-interval schedule produced an increasing rate of attack during the interval between food reinforcements. This positive curvature was an inverse function of the duration of the interval. The findings revealed that the duration and temporal patterning of the complex social behavior of attack can be influenced in a substantial and predictable manner by the schedule and frequency of operant reinforcement.
