Social Learning Theory (Albert Bandura)

The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional
reactions of others. Bandura (1977) states: “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.” (p22). Social learning theory explains human behavior in terms of continuous reciprocal interaction between
cognitive, behavioral, an environmental influences. The component processes underlying observational learning are: (1) Attention,
including modeled events (distinctiveness, affective valence, complexity, prevalence, functional value) and observer characteristics
(sensory capacities, arousal level, perceptual set, past reinforcement), (2) Retention, including symbolic coding, cognitive organization,
symbolic rehearsal, motor rehearsal), (3) Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of
feedback, and (4) Motivation, including external, vicarious and self reinforcement.

Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks.
Bandura’s theory improves upon the strictly behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura’s work is
related to the theories of Vygotsky and Lave which also emphasize the central role of social learning.
Application
Social learning theory has been applied extensively to the understanding of aggression (Bandura, 1973) and psychological disorders,
particularly in the context of behavior modification (Bandura, 1969). It is also the theoretical foundation for the technique of behavior
modeling which is widely used in training programs. In recent years, Bandura has focused his work on the concept of self-efficacy in a
variety of contexts (e.g., Bandura, 1997).

Example
The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking
a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon
the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the
product being advertised.
 Principles
1. The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and
then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the
behavior has functional value.
References
 Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
 Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.
 Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall.
 Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
 Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.
 Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
 Miller, N. & Dollard, J. (1941). Social Learning and Imitation. New Haven, NJ: Yale University Press.

Academy of Management ReviewVol. 14, No. 3Articles

Social Cognitive Theory of Organizational Management

Robert Wood
and
Albert Bandura
Published Online:1 Jul 1989https://doi.org/10.5465/amr.1989.4279067

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Abstract
This article analyzes organizational functioning from the perspective of social cognitive theory, which explains psychosocial functioning in terms of
triadic reciprocal causation. In this causal structure, behavior, cognitive, and other personal factors and environmental events operate as interacting
determinants that influence each other bidirectionally. The application of the theory is illustrated in a series of experiments of complex managerial
decision making, using a simulated organization. The interactional causal structure is tested in conjunction with experimentally varied organizational
properties and belief systems that can enhance or undermine the operation of the self-regulatory determinants. Induced beliefs about the
controllability of organizations and the conception of managerial ability strongly affect both managers' self-regulatory processes and their
organizational attainments. Organizational complexity and assigned performance standards also serve as contributing influences. Path analyses
reveal that perceived managerial self-efficacy influences managers' organizational attainments both directly and through its effects on their goal
setting and analytic thinking. Personal goals, in turn, enhance organizational attainments directly and via the mediation of analytic strategies. As
managers begin to form a self-schema of their efficacy through further experience, the performance system is regulated more strongly and intricately
through their self-conceptions of managerial efficacy. Although the relative strength of the constituent influences changes with increasing experience,
these influences operate together as a triadic reciprocal control system.

Social learning through imitation.

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Chapter
Database: PsycINFO

Bandura, Albert

Citation
Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska Symposium on Motivation, 1962 (pp. 211-274). Oxford, England: Univer. Nebraska
Press.
 Abstract
A criticism of behavioral theory and its inability to demonstrate learning processes applicable to natural settings. The author emphasizes that "the importance of social
agents as a source of patterns of behavior continues to be essentially ignored." Research involving 2- and 3-person groups is reported, and suggestions are offered for a
learning theory emphasizing imitative behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Social Cognitive Theory: An Agentic Perspective

Annual Review of Psychology
Vol. 52:1-26 (Volume publication date February 2001)
https://doi.org/10.1146/annurev.psych.52.1.1
Albert Bandura
Department of Psychology, Stanford University, Stanford, California 94305-2131; e-mail: bandura@psych.stanford.edu
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Sections

 ABSTRACT
 KEY WORDS
 INTRODUCTION
 PARADIGM SHIFTS IN PSYCHOLOGICAL THEORIZING
 PHYSICALISTIC THEORY OF HUMAN AGENCY
 CORE FEATURES OF HUMAN AGENCY
 AGENTIC MANAGEMENT OF FORTUITY
 MODES OF HUMAN AGENCY
 UNDERMINERS OF COLLECTIVE EFFICACY IN CHANGING SOCIETIES
 EMERGING PRIMACY OF HUMAN AGENCY IN BIOSOCIAL COEVOLUTION
 ACKNOWLEDGMENT
 LITERATURE CITED

Abstract
▪ Abstract The capacity to exercise control over the nature and quality of one's life is the essence of humanness. Human agency is characterized by
a number of core features that operate through phenomenal and functional consciousness. These include the temporal extension of agency through
intentionality and forethought, self-regulation by self-reactive influence, and self-reflectiveness about one's capabilities, quality of functioning, and the
meaning and purpose of one's life pursuits. Personal agency operates within a broad network of sociostructural influences. In these agentic
transactions, people are producers as well as products of social systems. Social cognitive theory distinguishes among three modes of agency: direct
personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through
socially coordinative and interdependent effort. Growing transnational embeddedness and interdependence are placing a premium on collective
efficacy to exercise control over personal destinies and national life.

Keywords
biosocial coevolution; collective efficacy; emergent properties; human agency; self-efficacy.