Application of Albert Bandura’s Social Learning Theory
Theoretical Principles
Albert Bandura’s social learning theory focuses on the significance to learning of observing and modeling other people’s attitudes, behaviors and emotional reactions. Bandura propounds that “learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” [1] This means that human behavior is explainable through the continuous reciprocal interaction among behavioral, cognitive and environmental influences[2]. Learning is achieved through the process influenced by these factors. The observational learning process commences with attention accorded to the influences qualified through distinctiveness, complexity, prevalence, affective valence and functional value together with the characteristics of the observer classified into sensory capacity, perceptual set, arousal level and past reinforcement[3]. This means that the attention level and characteristics of the observer determines the extent and quality of learning derived from observation. This is followed by the process of retention of the aspects observed covering the sub-processes of coding observations symbolically, organizing observations cognitively, rehearsing observations symbolically, and rehearsing observations motor-wise[4]. This stage covers the processing of the observations to derive learning. The next phase is motor reproduction covering the physical capabilities of the observer to reproduce what was learned, the self-observation of the process of reproduction, and feedback accuracy[5]. This phase involves the decision, the plan and the execution of observation reproduction. The last phase involves the motivation to reproduce learning from observations including self-reinforcement, vicarious and external reinforcements[6]. This phase supports the propensity of the observer to mimic learning derived from the observation process.
Based on these processes, social learning theories of Bandura are captured through three major principles. First principle is the achievement of a high level of observational learning through the initial organization and rehearsal symbolically and then overtly of the modeled behavior. Moreover, using codes such as words, labels and images to describe the modeled behavior influences better retention when compared to simply observing behavior. Second principle is the propensity of individuals to adopt modeled behavior if the outcome of modeling accrues value to the observer. This is because the value obtained from mimicking observed behavior comprises a motivation for modeling. Third principle is the inclination of observers to adopt a modeled behavior if similarities between the actors observed and observers exist and the observers find functional value in the modeling of the behavior observed.[7]
Social learning theory finds extensive application in understanding aggression[8] as well as other psychological disorders in relation to behavior modification[9]. This also serves as theoretical foundation of techniques developed for behavior modeling in the case of training programs in different contexts. Moreover, social learning theory is also important in application to the self-efficacy concept for different utility contexts[10].
In application, the most prominent exemplification of the social learning theory involves advertisements[11]. A viewer observes an alcoholic beverage commercial showing how drinking the beverage would draw greater attention to the drinker especially from the opposite sex. Depending upon the interplay or dynamics of the different behavioral, cognitive and environmental influences in the behavioral learning process, determines the decision and actualization of behavioral modeling through the purchase of the alcoholic beverage. Social learning theory finds other applications in different behavioral learning contexts.
Application in the Stages Human Development
Social learning theory can also be applied to understanding of one’s own personality as influenced by different factors throughout the stages of development from childhood to adulthood.
Belonging to a dysfunctional family due to the divorce or separation of parents comprise an environmental influence[12] to a child. In social learning theory, children develop their self-concept based on the observation of the situation of other children with their families. If the child observes that most of the children in school or in neighboring houses belong to families with both parents living together and the child associates positive memories to having both parents living under one roof, then the child would develop negative feelings about himself or herself because of the difference in his or her situation. If a significant number of schoolmates and neighbors have divorced parents and children raised in this familial conditions have adjusted to the change and exhibiting positive attitudes about their families, then the child would either be influenced by negative observations if the child values the behavior of children with both parents living under the same house or influenced by positive behavior of children who have coped up with the divorce. In the given case, the child focused more on behavior and attitudes of children with both parents living under the same house. In observing their behavior with their family, the child perceives the loss of his or her security due to the separation of his or her parents resulting to only one parent providing familial security relative to the perceived greater security experienced by children having both parents. Due to the prioritization of these behavioral observations[13], the child perceives the differences in his situation resulting to negative self-concept expressed in feelings of insecurity, nervousness and anxiety.
Apart from the situation of the child of having divorced parents, another factor influencing behavioral learning outcomes is the observations of the child of behavior based on socio-economic differences. The child determines behavioral differences based on socio-economic status through the observation of rich peers, who have new things every now and then and have the money to purchase the food they want in the canteen. The rich kids also become leaders in class dominating the socialization process in school. The child then process these observations through comparison of his or her condition[14] of not being able to purchase new things because only one parent is working so that the family has limited money to spend and not having the confidence to interact with rich schoolmates because of perceptions of inferiority and deprivation. However, with support from teachers and the parent, the feeling of inferiority may be countered by support received from teachers, the parents and peers. The actions of non-discriminating teachers of treating children in the same way regardless of family background or socio-economic status comprise a behavior that could balance the negative perceptions of the child about his or her situation. The behavior of the parent of supporting the child by explaining the divorce situation and encouraging the active participation of the child in school academic and social activities comprise positive influence to the child in developing a better self-concept. Rich peers socializing with the child also comprise a positive reinforcement[15] towards the development of positive self concept by the child. Since the child placed great value towards the support received from his or her mother, teachers and peers, the child developed an improved self concept resulting to higher confidence levels despite the perceive differences in his or her situation relative to other children and families.
Puberty comprise a difficult and complex stage of development because this involves the transition process from childhood to adulthood. Different people have varying pace of development with some children developing earlier or later than others. In the case of the child, if puberty is experienced earlier or later than other students or peers, there would be additional influences because of the different pace of development coupled with the physical, behavioral and attitudinal changes experienced by people going through puberty. During this stage, the child is influenced by observations and comparisons of the physical and attitudinal experiences of other people. If after comparison, the child undergoing puberty observes his or her better experience relative to others this would result to learning that puberty could be worst but that the child is lucky not to have experienced these worst cases developing a positive attitude on the child. If the comparison showed that the child is experiencing worst puberty conditions based on the better experiences, the child learns what constitute better experiences or feel low for having a better experience. In the latter case, the child mimics the attitude or behavior of peers with the hope making puberty a better experience.
As an adolescent, people have the tendency to start establishing their personalities in the hope of achieving the desired social status in school. Personality is often developed through behavioral learning where a person observed differences in the social status of personalities and determines the personality that represents the desired status. Behavior manifestations of the personality would be modeled with the purpose of developing the personality and achieving the same social status[16]. Generally, students develop a general classification of their schoolmates in terms of personality such as the brainy group, jocks and cheerleaders, punks and others. Depending upon the classification that the adolescent want to fall under, determines the behavioral modeling involved to achieve social recognition in the preferred group.
Adulthood involves the development phase of the assumption of responsibility associated with decision-making processes. Again, decisions and behaviors of adults depend upon the modeling of the behavior that corresponds to the status they want to achieve. In college, failing in entry level exams comprise an influencing factor that affects behavioral modeling. Students failing in entry level exams compare their performance with other students and process the loss of the status they want to achieve with a college education. Failure results to the feeling of disappointment because of the inability to reach personal expectations and the expectations of family and friends. Disappointment constitutes a negative feeling that results to the modeling of the behavior of looking for work as an alternative to college.
Working offers different influences depending upon the nature of work. In working as a social worker to support mentally retarded persons, the person who failed the A-level examination observes the limitations in the lifestyle of mentally retarded persons of being unable to do the normal activities that people without their condition are able to accomplish. This causes the person opting to work to learn that his or her situation is better in some ways than other people. This results to the modeling of the behavior of people, who have realized that their lives are better, of optimizing opportunities to achieve their desired educational and employment status. For the person who opted to work because of failure in A-level examinations, entering university to study social work comprise the modeling of the behavior of optimizing capabilities and opportunities in order to improve one’s status.
Integrating Social Learning Theory and Application
Social learning theory has become an important foundational framework for behavioral studies and behavioral modification. In behavioral studies, the determination of behavioral, cognitive and environmental influences underpinning a particular behavior provides an understanding of the reasons resulting to the behavior. This is important in behaviors with serious community ramifications such as deviant and criminal behavior. Through social learning theory, people are able to trace and determine the influences resulting to the modeling of deviant or criminal behavior. Concurrently, social learning theory is also important in behavior modification because it is through the process of observation learning that deviant or criminal behavior may be rehabilitated through controlled influence stimulus interventions. [17]
Apart from these applications, social learning theory also works in a person’s understanding of one’s own experiences in order to determine where one was, where one is at present and where one wants to be in the future. The social learning theory allow individuals to take advantage of vicarious reinforcement and vicarious learning after processing the observations made of behaviors underlying the desired status[18]. In doing so, a person learns to translate observed behavior into a regulated and efficient change in that person’s own behavior.
On a smaller scale, individuals improve their status through learning and modeling the behavior of others resulting to desired status. On a bigger scale, communities achieve change by positively influencing observational learning.
References
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