Social Learning Theory and Role Model - Essay Example

ROLE MODELING AND BANDURA’S SOCIAL LEARNING THEORY Table of Contents Introduction 3 The Limits of Social Learning Theory 4 The Mass Media: The Most Common Examples of Social Learning Situations 4 Issues Addressed by Social Learning Theory 5 What must be advocated in Line with the Social Learning Theory? 6 The Social Learning Theory and School Instruction and Curriculum 7 Selecting Good Role Models 10 Conclusion 11 Introduction (The Social Learning Theory and the Forming of Behavior) Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. This is the focus of Bandura’s social learning theory. He likewise posits that people are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and has functional value. This theory is within a paradigm that says that one’s environment causes one’s behavior; thus, social learning. It is already noted that Bandura was responsible for the bobo doll studies, where an egg-shape balloon with a weight in the bottom was used, which bobbed back up, once knocked down (Boeree 1998). The outcome of the experiment was that children imitated what was done on the doll (hitting, punching, shouting at it) without waiting first for any reward approximated to the person in the experiment initially hitting it. This is where social learning theory was derived, which is an observational learning or modeling (ibid). Social learning suggests that both the environment and psychological factors create a kind of behavior, which an individual acts upon. It outlines four steps, which are involved in the modeling process: attention, retention, reproduction, and motivation. With the social learning theory, Bandura goes on to say that individuals, especially children, learn and act according to what they see in the environment, which are basically based on imitation. They act what they see and are socialized within that system, which pursues such behavior. It is then significant to point out that since children imitate values, actions, and social behavior modeled to them, it is then better that these actions and values are good and correct in order for them to act as good and valuable social beings. The Limits of Social Learning Theory Even though Bandura claims that an individual learns behavior from his environment coupled with some psychological factors that trigger such behavior, a particular behavior does not always result in remodeling. This is due to the presence of punishments, which could be past, promised (e.g. threats), or vicarious (Boeree 1998). As already described, the social learning theory explains how a person learns behavior through observing and modeling and correspondingly receiving reactions from others. The social learning theory has a continuous reciprocal interaction among behavioral, cognitive, a and environmental influences. It has extensively been applied to understanding aggressive behaviors and how an individual may be influenced to trail the path of aggression. It also received a fair degree of attention on psychological disorder, specifically on the context of behavior modification (Bandura 1969). The Mass Media: The Most Common Examples of Social Learning Situations Television commercials and computer games are few of the most pervasive examples of social learning situations nowadays. Television commercials promote a certain value (materialism, physical beauty, popularity, attraction to the opposite sex, etc.) and they reveal a great deal of influence to the viewers, especially children and teenagers, who are most in the verge of imitation in their stage of defining self (especially in the case of teenagers). Commercials suggest that using a particular brand of shampoo or drinking a particular brand of beer would make an individual popular and attractive; thus, it may be inferred in this paper that the massive sales of products are actually the gauge of the population of those who intend to imitate the perceived behaviors. In some conservative societies (socially, that is), behaviors imitated from television commercials are frowned upon because of “social discouragements” that people in that particular place experience whenever they imitate a behavior such as wearing scanty stringed bikinis in a beach filled with people who prefer wearing long shorts and tops. It suggests that behaviors may be learned and unlearned, according to how society rewards and punishes such behavior. In the same manner that television commercials influence social learning, computer games are also modes of learning aggression through aggressive war games constantly played by a child. It was found out that the child learns to imitate on his playmates what he has seen in the computer games, which he regularly plays; just like the children in the bobo doll experiment. There are a number of ways in which children and individuals learn social behavior through mass media, and the Internet is a tumultuous source of information about this. People tend to imitate the social lives of their favorite celebrities, imitate their hairstyles, their manner of dressing, their behavior and mannerisms, even their decadent behavior (e.g. being apprehended for reckless driving, drinking liquors while driving, being involved in a club fight, etc.). However true this may seem, the mass media also offer huge amounts of information about good behavior, which may rather be imitated than the opposite ones. Issues Addressed by Social Learning Theory Social learning theory supports to address the problems on aggression among people. This concern was supported by a cross-sectional study of Burton, Miller, and Tai Shill (2002) on the comparison of the sexual victimization of adolescent sexual offenders and nonsexual offending male delinquents. The social learning theory hypotheses were generally supported by the study, with findings that show that the gender of the perpetrators and their forcefulness were the best predictors of being in the sexual offending group. The theory was used to explain media effects on the behavior of people, especially children, and gave an alarming caution of the effects of violent television programs on children. Bandura, on the other hand, believes that without the “permission” of parents, children will not be turned into brutes, which these violent shows tend to effect on them. Proper guidance and parental supervision are then needed in order for the gentle children not to turn into insensitively aggressive ones. Indeed, Bandura warned that “children and adults acquire attitudes, emotional responses, and new styles of conduct through filmed and television modeling” (Bandura 1977). Take for example a child who frequently faces the boob tube. He watches a violent cartoon in the morning and is very engrossed with it. After two hours of preoccupied watching, he watches a DVD of Arnold Schwarzenegger and sees how he fires using his hi-tech rifle in “The Terminator.” He then switches to another hard-core violence after being thrilled with Arnold. Even in the dinner table, he emulates the stunts and gun firing of his heroes, imagining that he was them instead. Bandura points out that TV valence tends to turn a child into a sensitive brute and there is a causal link between television violence and aggressive behavior (ibid). Criminality is hence an issue, which the social learning theory addresses and wants to explain the social causes of. Indeed, there is a great link between criminality and aggression and this is explained by Bandura’s social learning theory. What must be advocated in Line with the Social Learning Theory? The advocacy that people must undertake in line with social learning theory is strict regulation and supervision of television programs and films, which should follow viewing guidelines, which do not foster violence, aggression, and sex. It is then a responsible filming and viewing advocacy. This would suggest that the opposite of themes on aggression will then be aired, screened and will abound each household; such as themes depicting good manner, love of country and neighbor, children’s shows on arts, mathematics, science, and early learning which already abound today. Since social behavior is reinforced through rewards and a perceived acceptance, punishment and social frown likewise discourage it. Proper regulation of television shows and films will address the problem of aggressive behavior among children and a culture of decadence among adolescents who think that rumbling with a group or having sexual trips are fun things. Hence, the advocacy must center on producing good models of behavior, which children and individuals will consequently observe and imitate. The point is, the findings of the social learning theory may be reversed; that is, observing that people emulate good behaviors because these behaviors are the ones that abound in society and the bad and undesirable ones are discouraged and punished, not only legally, but also in a reference group with which an individual identifies himself. The Social Learning Theory and School Instruction and Curriculum As mentioned, Bandura’s social learning theory focuses on the importance of observing and modeling attitudes, behaviors, and emotional reactions of others, which is all-encompassing and the truthfulness of which abounds even in the classroom. Fortunately, most human behaviors are learned through observation by means of modeling, where from observing others, new behaviors are formed and performed, and later serve as a guide for action (Patsula, 1999, as cited in Kearsley 1994). In applying social learning theory in instruction, it should be known that the highest level of observational learning is achieved by initially organizing the modeled behavior, and rehearsing it through overt enacting. It must also be noted that better retention results when modeled behaviors are coded into words, labels, or images than simply observing them (Patsula, 1999). It suggests that in classroom instructions, using good behavior (listening to discussions, doing assignments and seat works, participating in class activities, being considerate to classmates and peers) may be emphasized as models to be imitated by peer groups. The teacher may utilize instructional materials that pursue these behaviors, and may even prompt the students to participate directly in some outdoor activities fostering charity and love for neighbor. This may be exemplified through activities such as an immersion program in poor communities, which the school can initiate by coordinating with the authorities concerned. By conscientisizing the students on issues which were unknown to them prior to the immersion program, a new behavior may be formed and pursued. Concern for others may develop, and other undesirable traits may be left slowly behind (e.g. selfishness, bullying, sexual preoccupations). This may be reinforced in the classroom through instructional materials that foster the development of good behavior, which was initially formed in the immersion program. These activities manifest the importance of the vision and mission of a school, which it is inclined to follow in its aspects of operations. It is also significant to consider that individuals are more likely to adopt a modeled behavior if such behavior results in outcomes that they value. If an individual does not value a particular thing, trait, or behavior, there is no way that he may be able to see the importance of adopting a modeled behavior. For example, charity is a desirable trait and may be modeled by an individual or a group, but if an individual has no value for it, it will not appeal at all to him; and hence, he will not model it. Similarly, getting good grades may be a desirable modeled behavior, but if it is not valuable to a student, then, he will not pursue it. The task then is to develop among the students the value of good grades in such manner that they will reform new concepts about it and pursue it as a modeled behavior. This may be done by encouraging students to participate in certain activities and tap their talents, giving a corresponding reward or appreciation for every good performance. As good habits are pursued when they are rewarded, students would then tend to resume an experience of performing good in a certain area. These areas must be focused on a multi-intelligences aspect and must consider history, math, science, literature music, sports, poetry, and the like. Once a below-average performing student experiences the delight brought about by recognition stemming from a good performance, he would likely repeat the good behavior and pursue the appreciation. This is how the school may model good behavior to students. Thus, individuals (students) are more likely to adopt a modeled behavior if the model has an admired status and a functional value (Kearsley 1994). The social learning theory depicts of the value of knowledge, which may be transferred by the teacher to a student without sweating out through an effective behavioral modeling, which was mentioned earlier. Teachers then should possess values necessary in the formation of new behaviors, otherwise, the task for it will be futile. The administrators should constantly and consistently uphold the forming of new behaviors and remolding of traits among academically and behaviorally decadent students. This may be undertaken through a detailed design of curriculum that injects values formation and community programs. Linkage with parents is also necessary, in order for the formative behavior to be sustained even at home. A parents-teachers-students program can hence be formed in order to ensure the participation of both the students and their parents in this curriculum undertaking. This is because talking to students about their unlikely behavior and attempting to reform him through advice are not enough for him to imitate a modeled behavior (Bandura 1977). As mentioned, the school may coordinate with the community for programs and projects that it intends to undertake for its students in a pursuit to develop in them a modeling of a good behavior. Thus, the authority of what curriculum to be developed is in the hand of the teachers and the school administrators, but certain aspects such as participation in community development and outreach programs may seek the participation of parents. Certainly, the students who serve as the clients of the school have a very limited decision-making power (if there is any) in the curriculum development. It definitely calls for expertise of the academic authorities to design curricular programs, which they deem to address a particular area or field. Selecting Good Role Models The selection of good role models is not based on color, race, religion, or social status of the students, but based on good performance and good behavior. It should be noted that it is not only a good academic performance which must be appreciated, but also a good personal behavior such as courtesy, respect, leadership, helpfulness, attentiveness, and the like. It must be remembered that poor academic performance is not the societal issue which the social learning theory depicts; but violence and aggression. School administrators may help in barring these traits if these traits are barred from the academic premises in the first place. If selecting good models is emphasized on good performance either academically or behaviorally, the issue of race, color, religion, social status, and gender will be set aside by even the students themselves. It needs a great deal of refocusing and redirecting on the part of the school administrators and teachers of the habit and behaviors demonstrated by their students, showing them through good example the way towards reform and encouraging them to live it. Seeking the cooperation of parents and communities will reinforce this intent. Conclusion The social learning theory points to us the relevance of observing and modeling in order for an individual to imitate a perceived important and appropriate social behavior. However, these behaviors may be supported by corporations (through television advertisements and movies) but it needs some capacity for scrutiny and critiquing before one realizes that such is not the path to a desirable and proper behavior. Children who exhibit interest in a variety of violent cartoon shows will certainly fall to the trap of insensitive aggression without the guidance and regular supervision of parents. Thus, societal institutions and even the government play a great deal of responsibility in directing the course of children. The school likewise shares a fair degree of this obligation, and can function well in this direction through appropriate and responsive curriculum geared towards allowing students to exhibit their potentials. Bandura’s social learning theory is the flagship of this behavior formation, explicitly directed towards reforming undesirable traits and behavior of students. These traits may stem from lack of academic interest to exhibiting social decadence such as habitual bullying, physically injuring a peer, alcoholism, and drug addiction. With a responsive and viable curriculum design and encouragement schemes to join extra-curricular activities where they can show their talents and potentials, the school attracts the students towards these activities, away from the old habits. As mentioned, a continuous involvement with parents and community will reinforce the reformation of behavior. REFERENCES Bandura, A., 1969. Principles of behavior modification. New York: Holt, Rinehart & Winston. Bandura, Albert, 1977. Social Learning Theory. Prentice-Hall, Englewood Cliffs, N.J. p. 27. Boeree, George C., 1998. Albert Bandura. Retrieved on April 22, 2008 from http://webspace.ship.edu/cgboer/bandura.html Burton, David L., Miller, Dianne Lyn, and Tal Shill, Chien, 2002. A social learning theory comparison of the sexual victimization of adolescent sexual offenders and nonsexual offending male delinquents. Elsevier Science Ltd. Kearsley, G.,1994. Explorations in learning & instruction: The theory into practice database. [Online]. Available: http://www.gwu.edu/~tip/ Moore, Amanda, 1999. Albert Bandura. Retrieved on April 22, 2008 from http://fates.cns.muskingum.edu/~psych/psycweb/history/bandura.htm Patsula, Peter J., 1999. Applying learning theories to online instructional design. Sookmyung Womens University, Seoul. Social Learning Theory (A. Bandura). Retrieved on April 22, 2008 from http://tip.psychology.org/bandura.html Read More