Paper Summary:

The paper provides an overview of the social learning theory and the major theorists that have influenced the development and acceptance of this perspective. The paper includes a literature review and a discussion of the various critiques of this theory. The paper reaches the conclusion that social learning theory has been instrumental in creating a more productive working and learning environment, however, the debate about the pros and cons of this theory continue and further research needs to be undertaken to explore how these theories and methods affect the classroom and teaching situation.

Outline:
Introduction
Overview of Theory and its Components
Literature Overview and Synthesis
Critiques of Social Learning Theory
Conclusion

From the Paper:

"In essence social learning theory is a theoretical stance that is taken by a broad range of professionals and disciplines, which includes education, sociology and psychology. It has a number of core concepts that are generally adhered to. These can be summarized as follows. The first is that the most important determining factors in all human behavior are learned. In this regard social learning theorists reply to the argument that the genetic and biological factors are important in learning by stating that they are not the main determining factors in the learning process. As Wiener (1980) states, social learning theory posits the view that, "Genetic and biological factors merely set limits on possible learning experiences" (Weiner, 1980, p. 229).
"A second crucial tenet of social learning theory is that behavior is situationally specific. This means in effect that, "...people behave as they do in response to the demands and characteristics of the particular situation that they are in at the moment" (Weiner, 1980, p. 229). Furthermore, this stance also assumes that the most important influences on behavior and on learning are to be found in the world or environment external to the individual. This is of course a controversial issue and the debate about external as opposed to internal or psychological influences and motivations in learning will be an aspect that will be referred to in the following sections. Another central criterion of this theoretical stance is that a "...theory of motivation should use few constructs, make a minimum number of inferences, and be guided by experimental data" (Weiner, 1980, p. 229)."

Sample of Sources Used:

• Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. ( 1986) Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
• Barkley, J. M. (2006). Reading Education: Is Self-Efficacy Important?. Reading Improvement, 43(4), 194+.
• Brownfield, D. (1991). Attachment to Peers and Delinquent Behaviour. Canadian Journal of Criminology, 33(1), 45-60.
• Davis, M. M. (1909). Psychological Interpretations of Society. New York: Columbia University. Retrieved September 11, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=4402169

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