The effect of training on deviancy among cadets

The purpose of this chapter is to provide an overview of Akers’ social learning theory including its theoretical foundations and four central explanatory concepts of differential association, definitions, differential reinforcement, and imitation. Akers (Social learning and social structure: a general theory of crime and deviance. Northeastern University Press, Boston, 1998) has extended social learning theory to the macro-level, and thus we provide a look at the assumptions, concepts, and propositions of his social structure social learning model (SSSL). This discussion is followed by an examination of empirical research that has investigated the ability of social learning theory to account for variation in criminal and deviant behavior and a review of the evidence on the SSSL model pointing toward future directions for social learning and social structure. The chapter concludes with a look at the applications of social learning theory to programs and policies.

مقدمه: بر اساس پژوهش های گوناگون دانشجویان در زمان تحصیل استرس زیادی را متحمل می­شوند. استرس تحصیلی اگر شدت یابد یا ادامه پیدا کند، در زمینه سلامت روانی و بهزیستی، مشکلاتی را ایجاد می­کند. پژوهش حاضر با هدف بررسی عوامل پیش­بینی‌کننده وضعیت استرس تحصیلی و عوامل موثر بر آن در بین دانشجویان بر اساس نظریه رفتار برنامه‌ریزی‌ شده انجام شد. روش­کار: جامعه آماری این مطالعه توصیفی-تحلیلی تمام دانشجویان دانشگاه فردوسی مشهد در سال تحصیلی 1396-1395 بودند که تعداد 320 دانشجو به صورت تصادفی انتخاب شدند. جهت جمع­آوری اطلاعات، از پرسش­نامه­های مشخصات فردی، استرس تحصیلی گادزلا و محقق­ساخته بر اساس نظریه رفتار برنامه­ریزی شده که روایی و پایایی آن مورد تایید قرار گرفت، استفاده شد. داده­ها با استفاده از نرم­افزار SPSS نسخه­ی 16و آزمون های آماری تحلیل گردیدند. یافته­ها: استرس تحصیلی با جنسیت (05/0>P) و مقطع تحصیلی (001/0>P) ارتباط معنی­داری داشت. بر اساس نتایج ضریب هبستگی اسپیرمن، آگاهی (001/0>P، 201/0=r) با استرس تحصیلی، ارتباط مثبت معنی­دار و هنجارهای انتزاعی (05/0>P، 177/0- =r) و کنترل رفتاری درک شده (001/0>P، 261/0-=r) ارتباط معکوس معنی­دار داشتند. هم­چنین نتایج رگرسیون نشان داد که نظریه­ی رفتار برنامه­ریزی شده در مجموع، 14/7 درصد واریانس استرس تحصیلی را در بین دانشجویان پیشگویی می­کرد که از بین آن­ها آگاهی و کنترل رفتاری درک شده تاثیر معنی­دار داشتند (001/0>P). نتیجه­گیری: نتایج این پژوهش پیشنهاد می­کند که استفاده از نظریه رفتار برنامه­ریزی شده در مداخلات آموزشی با تمرکز بر سازه کنترل رفتاری درک شده در استرس تحصیلی می­تواند نتایج موثری به همراه داشته باشد.

Objective To observe the effect of nursing intervention based on theory of planned behavior on the self-care behaviors of patients with heart failure. Methods 120 patients with heart failure were randomly divided into two groups. Patients in the control group received routine nursing, while patients in the experimental group received nursing intervention based on theory of planned behavior. The intervention effect was compared between the two groups. Results 1, 3 months after intervention, the scores of each dimension of SCHFI scale in the experimental group were significantly higher than those in the control group (P<0.05). 1, 3 months after intervention, the scores of health behaviors in the experimental group were significantly higher than those in the control group (P<0.05). The degree of satisfaction in the experimental group was significantly higher than that in the control group (91.67% vs.71.67%, P<0.05). Conclusion The nursing intervention based on theory of planned behavior can improve the self-care behaviors of patients with heart failure, improve health behaviors of patients, so it is worthy of applying in clinical intervention. Key words: Heart failure; Theory of planned behavior; Self-care behaviors; Health behaviors

BACKGROUND:Childbearing is an important biological and social event in the life of most women. It is a voluntary behavior that can be affected by many factors. Behavioral theories are a potential path way to study and influence childbearing behavior. The present study was conducted to determine the effect of an educational intervention based on the theory of planned behavior (TPB) on childbearing intentions in women presenting to premarital counseling centers in Tehran.MATERIALS AND METHODS:This randomized controlled quasi-experimental study was conducted on 150 women aged 20–35 years presenting to premarital counseling centers. The participating women were randomly divided into an intervention (n = 75) and a control (n = 75) group using randomized sampling in Excel. The intervention group received two 90-min sessions of training. The effect of training was assessed 6 weeks after the intervention using the researcher-made questionnaire based on the components of the TPB. The questionnaires included subjects' demographic details, knowledge (11 items), attitude (13 items), subjective norms (10 items), perceived behavioral control (8 items), and behavioral intention (4 items). Data were analyzed by SPSS software (version 22) and independent t-test, Chi-square, Mann–Whitney U-test, and Wilcoxon test. P <0.05 was considered statistically significant.RESULTS:There were significant differences between the intervention and control group after the intervention in the Mean ± SD scores of knowledge (6.73 ± 2.63 vs. 4.73 ± 2.85, P = 0.001), attitude (48.23 ± 7.19 vs. 40.13 ± 5.80, P = 0.001), perceived behavioral control (33.19 ± 5.28 vs. 23.59 ± 3.47, P = 0.001), and behavioral intention (13.84 ± 2.95 vs. 11.77 ± 2.12, P = 0.027).CONCLUSION:The findings showed that an education based on the TPB increased women's childbearing intentions by affecting their knowledge, attitude, perceived behavioral control, and intention. It is therefore essential to implement better public policies, create a more conducive educational setting for women of different age groups, and build a social support system.

The previous research has mostly proposed that ethical leadership contributed to less deviant behavior; however, recent studies found that this relationship might not always be significant. Therefore, a deeper and more nuanced investigation of how and when ethical leadership influences deviant behavior is highly warranted. In the present research, drawing on social learning theory as our overarching theoretical framework, we posited that high level of LMX differentiation will impede the effect of ethical leadership on employee deviant behavior, and thus, ethical leadership could reduce employees’ deviant behavior in teams with lower LMX differentiation rather than high LMX differentiation. Furthermore, we proposed that the interactive effect of ethical leadership and LMX differentiation on employee deviant behavior is mediated by employee psychological empowerment. More specifically, ethical leadership is more likely to enhance employee psychological empowerment in teams with low LMX differentiation than in teams with high LMX differentiation, and enhanced psychological empowerment contributed to less deviant behavior. Through a multi-source field study via 379 paired samples from the southwest of China, we found support for all of our hypotheses. The results’ contribution to research on organizational behavior, limitations in the study, and future directions for researchers are also discussed.

The rising use of the Internet and information technology has made computerized interventions an attractive channel for providing advice and support for behaviour change. Health behaviour and behaviour change theories are a family of theories which aim to explain the mechanisms by which human behaviours change and use that knowledge to promote change. Among the best-known of these theories are the Social Learning and Social Cognitive theories, the Health Belief Model, the Theory of Reasoned Action and its successors the Theory of Planned Behaviour and the Reasoned Action Approach, and the Transtheoretical model. We discuss three examples of how behaviour change theories have been applied in computer-based interventions: a system to aid users to quit smoking, a decision aid for choice of breast cancer therapy, and an internet-based exercise program for reducing cardiovascular risk. We also discuss misapplication of theory, and reflect on how these theories can best be used. Behaviour change theory can be applied in health informatics interventions in several ways; for example, to select participants for a particular intervention, to shape the content of the intervention to effectively influence behaviour, or to tailor content to individual needs. Application of these theories to provide personalized advice ("decision support") is a young but promising area of research, and could inform other decision support interventions, including those that provide support for clinicians.

Akers’ social learning theory (SLT) is one of the predominate theories of criminal behavior; moreover, its empirical validity has been consistently supported by the extant research literature. However, a number of limitations plague this literature: Rarely is the full social learning model tested such that all four social learning constructs are operationalized and, where complete tests are found, they have either focused near exclusively on substance use/abuse or have examined only the direct, independent effects of its key theoretical constructs. The present study employs structural equations to test a more complete SLT model against self-reported data on intimate partner violence. Doing so permits an examination of both the direct and indirect effects of differential association, imitation, definitions, and differential reinforcement as well as the reciprocal/feedback effects of intimate partner violence back onto these social learning constructs as explicated by Akers.

This research aims to analyze (1) Influence of Motivation, (2) Influence of Family Support, (3) Influence of Social Environment to improvement of Rehabilitation Success, (4) Influence Individual Motivation, Family Support, Social Environment to improvement of Rehabilitation success. This study uses primary data with the number of respondents as much as 100, Sample are participants of Rehabilitation who are following the post-rehabilitation Assessment. The results of this study indicate that (1) there is Influence between Individual Motivation to Increasing Success of Rehabilitation, (2) The Influence between Family Support to Increasing Success of Rehabilitation, (3) No Significant Influence between Social Environment to Increasing Success of Rehabilitation, (4) ) The existence of Influence between Individual Motivation, Family Support, Social Environment to increase the success of Rehabilitation. Keywords: Individual Motivation, Family Support, Social Environment, Rehabilitation

A weak finding of behavioral intention and behavior in the Theory of Planned Behavior (TPB) from a meta-analysis study by Armitage and Conner in 2001 has led to an increasing number of studies aiming to improve the TPB. Several researchers propose potential constructs to bridge the theoretical and empirical gap by suggesting that the construct of desire and the implementation of intentions can fill the theoretical and empirical gaps in the TPB model. The literature study aimed to retrospectively explore TPB studies with desire and implementation of intentions constructs in the behavioral science domain. The research retrieved 191 SCOPUS indexed papers (2012–2019) from the Google Scholars database. It summarized the descriptive data and produced visualization using VOSviewer. The results show that most studies developing the TPB model with other behavioral theories still focus on constructs to shape behavioral intentions because the behavioral intention construct is the best predictor of behavior. Most studies apply a quantitative approach with a cross-sectional survey design to collect primary data. In contrast, the experimental and longitudinal design approaches are relatively neglected in this TPB behavioral study. Furthermore, the analysis of 191 papers shows that the TPB model is often used in research in environmental, sustainable, and transport settings; health; psychological; hospitality and tourism; and innovation and technology. In addition, the use of the TPB model in research with entrepreneurial and legal settings is still limited. From these findings, the research proposes empirical research on TPB to implement further the relationship between desire and intention implementation to improve the TPB model by integrating the TPB model with several other theories, such as Mindset Theory of Action Phase and Model Goal-Directed Behaviour.

A review and synthesis of behavioural safety literature identified three behaviour change perspectives: cognitive (goal setting); behaviourist (behaviour modification); and eclectic (social learning). Bandura's social learning theory usefully integrates the divergent philosophies of Locke's goal setting and Luthan's behaviour modification. Social learning theory assumes that behaviour is controlled by internal processes and environmental stimuli, and so human action can be explained by the combined effect of goals and feedback. The effectiveness of behavioural safety has been demonstrated consistently, but, despite some success, token reward programmes are controversial because they are close to ‘paying for safety’. Researchers have overwhelmingly favoured initiatives based on goals and performance feedback without material reward. Goals and feedback produced good results in the varying cultures of North American, European and Middle‐East manufacturing environments, including mines, chemical plants, laboratories, paper mills and shipyards. Goals and feedback, aimed principally at operatives, have been used to improve safety in Finnish, British and Hong Kong construction industries. It is also clear that their effectiveness is strongly related to management commitment; and that they must be supported by a developed safety infrastructure. This suggests that goals should also embrace management safety behaviours, in order to improve management commitment.

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.

The purpose of this study is to investigate the current state of hotel employees" perceptions toward e-learning. Although the internet is ubiquitous in South Korea, hotel employees" readiness for e-learning has yet to be fully explored in Korea. This study contributes to the literature in education in three ways. First, the adoption of e-learning is explored from a multi-faceted perspective including attitude to e-learning, subjective norm, and perceived behavior control. Second, this study shows the relative importance of perceived behavior control in the decision to adopt e-learning. Third, the current findings reveal that usefulness and easy to use affect hotel employees" attitude for adopting e-learning. This study describes a conceptual model, based on the theory of planned behavior (TPB), which explains how hotel employees" beliefs influence their intention to adopt e-learning in the training. AMOS was used to analyze self-report data from 258 hotel employees. The findings showed that the TPB explained hotel employees’ acceptance of e-learning reasonably well. More specifically, behavioral control, attitude, and subjective norm positively influenced their intention to adopt e-learning. The findings of this study should help practitioners design more user-accepted e-learning systems.

Background Ibnu Miskawayh's approach emphasizes the importance of noble character through the methods of role modeling, habituation, and advice, while Albert Bandura's social learning theory offers insights into children's behavioral learning. Purpose This study aims to examine the analysis of the integration of Ibn Miskawayh's character education and Albert Bandura's social cognitive learning theory in shaping children's character. Design/method/approach This research employs a qualitative method with a literature study approach, analyzing literature related to character education from the perspectives of Islam and psychology. Results The findings indicate that integrating these two approaches can create a holistic character education model encompassing moral, spiritual, and psychological aspects. The implementation of this approach is expected to strengthen children's character development comprehensively, making it relevant to the moral and ethical challenges in the era of globalization and technology. Contribution/value The study's findings contribute significantly to the development of a more effective character education curriculum and can serve as a reference for educators and policymakers in designing character education programs in schools.

This study empirically examines why exposure to family violence and adolescent dating violence are associated. Data are from self-administered questionnaires completed in schools by 1,965 eighthand ninth-grade students. Exposure to family violence was positively associated with dating violence. For both genders, this relationship was mediated by the social-learning-theory-derived variables of acceptance of dating violence and aggressive conflict-response style. For males, the relationship also was mediated by the sociallearning-theory-derived variable of positive outcome expectations and the control-theory-derived variable of belief in the conventional rules of society. Key Words: adolescent dating violence, family violence, partner violence. Violence between parents, as well as parental violence against children, are considered types of family violence (Gelles, 1987; O'Leary, 1993). The relationships between exposure to those types of family violence and the use of dating violence have been studied extensively. Although exceptions exist, most studies report a significant positive association (DeMaris, 1990; Gwartney-Gibbs, Stockard, & Bohmer, 1987; Harris, 1996; LanghinrichsenRohling, Neidig, & Thorn, 1995; MacEwen, 1994; Marshall & Rose, 1988; White & Humphrey, 1994; see Sugarman & Hotaling, 1989, for a review of studies conducted before 1989). The mechanisms linking exposure to family violence to the perpetration of dating violence have not been examined in earlier studies. Such research could inform the development of interventions that counteract the negative impact of exposure to family violence. In this study, we examined potential mediators of the relationship between family violence and the perpetration of dating violence by adolescents. The mediators were derived from two theoretical perspectives: social learning theory (Bandura, 1977) and control theory (Hirschi, 1969). These perspectives describe socialization processes, have been used extensively to explain the development of problem behaviors by adolescents, and vary markedly in theoretical tenets (Benda & DiBlasio, 1991). THEORETICAL BACKGROUND Social Learning Theory Social learning theory posits that aggression is learned by observing the behavior of others and its positive consequences. Because learning is more likely to occur when models of behavior are perceived as having high status. competence, power, and exposure (Bandura, 1977), parents, who typically are viewed in this way by their children, are one of the main sources of learning for children. According to social learning theory, children who observe parents use violence observe an entire script for that behavior. Children observe not only the violent behavior but also emotional triggers for violence, circumstances of violence, and consequences of violence. These observations are among the factors that influence behavior. Whether the observed behaviors and associated cognitive patterns are learned depends on both the observed consequences of the behavior and the expected outcome of using the behavior. We generally think of violence as resulting in negative consequences, but because violence is a powerful means of coercion, children who observe family violence may see many functionally positive consequences of using violence. For example, a child who witnesses a father hit a mother may observe the deference shown by the mother toward the father, as well as other outcomes consistent with the father's wishes. Children who are abused may acknowledge the controlling effect that the abuse has on their behavior. In contrast, children who have not observed family violence have not seen functionally positive consequences associated with a family member's violence. Social learning theory, therefore, suggests that children of violent parents use violence because they have observed more functionally positive than negative consequences of their parents' use of violence and, therefore, have formed positive outcome expectations for using the behavior. …

The promotion of sustainable consumption plays an extremely important role in Vietnam’s National Green Growth Strategy. However, despite an increase in concerns about environmental issues, eco-friendly buying behaviors in general and organic food consumption in particular are still unpopular among Vietnamese consumers, leading to a question about the importance of situational factors, which this article focuses on. Based on attitudes; subjective norms; perceived norms, which are mentioned in the theory of planned behavior (TPB) and consumer choice theory; and social norms from social categorization theory, the research created a questionnaire and then sent it to respondents who were in charge of buying food for their family in Hanoi. Then, 423 of the 570 responses received were used to create the structural equation model (SEM) with four distinct stages in AMOS statistical software, which evidences the crucial role of situational factors. Subjective norms and social norms have the highest positive impact on organic food purchase among households in Hanoi. Moreover, households’ organic food purchase is also positively affected by perceived behavior control and the availability of products but negatively affected by the price of products, which strongly fits with TPB, social categorization theory, and other studies. In particular, there is no evidence about relationships between knowledge of or attitude toward organic food and family income and organic food purchase among households in Hanoi. In addition, age and education status do not have any impact on respondents’ behavior in organic food purchase in this city. Finally, the authors propose some suggestions to promote organic food consumption among households in Hanoi. First is that businesses specializing in the production and supply of organic products should focus on customer care activities, innovate business models, and advertise to attract customers to use organic products. Second is that the government should issue regulations to encourage businesses to invest in the research and production of organic products as well as implement strict regulations to penalize violations in the production and supply of organic products.