define social learning theory essay

What Is Bandura’s Social Learning Theory? 3 Examples

Bandura realized that direct reinforcement alone could not account for all types of learning, so he added a social element to his theory, arguing that people learn by observing others (Nabavi, 2012).

His theory is regarded as the bridge between behaviorist and cognitive learning theories, encompassing attention, memory, and motivational processes (Muro & Jeffrey, 2008)

The SLT states that in response to observation, imitation, and modeling, learning can occur even without changing behavior (Bandura, 1965).

This article introduces Bandura’s social learning theory and explores key concepts, real-life examples, and some fascinating experiments.

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This Article Contains:

What is bandura’s social learning theory, stages of the theory: a diagram, 10 key psychology concepts, 3 real-life examples, fascinating experiments and studies, 10 strengths & weaknesses of the theory, resources from positivepsychology.com, a take-home message.

To understand Bandura’s theory, let’s first look at the originator.

Who is Albert Bandura?

Albert Bandura, born in 1925 in Alberta, Canada, became interested in psychology while studying biological sciences at the University of British Columbia (Nabavi, 2012).

Graduating with a degree in psychology, Bandura continued his studies and in 1952 was awarded a PhD in Clinical Psychology from the University of Iowa. He was elected president of the American Psychological Association in 1974 and awarded the Outstanding Lifetime Contribution to Psychology in 2004 (Nabavi, 2012).

In the 1960s, Bandura became known for his social learning theory (SLT). His approach recognized reinforcement and the importance of observing, modeling, and imitating the emotional reactions, attitudes, and behaviors of others in learning (Bandura, 1977a).

In 1986, the SLT developed into the social cognitive theory, incorporating the idea that learning takes place in a social context, “with a dynamic and reciprocal interaction of the person, environment, and behavior,” and a cognitive context that considers past experiences that shape engagement in behavior (LaMorte, 2019).

Because of his continuing research, Bandura became known among academics as the father of cognitive theory (Nabavi, 2012).

What is the social learning theory?

Learning is about interacting with the environment and making a permanent change in knowledge or behavior that improves human performance (Driscoll, 1994).

According to Bandura’s SLT, we learn from interacting with others in a social context. We observe, assimilate, and imitate others’ behavior when witnessing positive or rewarding experiences (Nabavi, 2012).

Bandura (1977a) agreed with the behaviorist learning theories of classical conditioning and operant conditioning yet, crucially, added the following:

• Mediating processes take place between the stimuli and response.
• Behavior is learned through observation of the environment.

As a result, both environmental and cognitive factors combine to influence human learning and behavior.

The SLT states that we acquire behaviors through a combination of reinforcement and imitation , where “imitation is the reproduction of learning through observation” (Gross, 2020, p. 489).

Bandura’s social learning theory provides a helpful framework for understanding how an individual learns via observation and modeling (Horsburgh & Ippolito, 2018).

Cognitive processes are central, as learners must make sense of and internalize what they see to reproduce the behavior. Psychological processing is required to match cognition and behavior between the observation and the performance (Horsburgh & Ippolito, 2018).

The following diagram represents the three interconnected underlying themes of the SLT: environmental, personal, and behavioral factors (modified from Bandura, 1977b).

SLT processing

The SLT suggests that we learn from one another throughout our lives via the following processes (Nabavi, 2012):

• Observation We observe other people’s behavior.
• Imitation Following observation, we assimilate and imitate the observed behavior.
• Modeling We are more likely to imitate behavior modeled by people we perceive as similar to ourselves.

While behaviorists claim learning must result in a permanent behavior change, social learning theorists demonstrated the importance of cognition, recognizing that learning can occur in the absence of behavior (Bandura, 1965).

Behaviors learned through modeling

Bandura proposed that modeling or learning is composed of four mediational processes or conditions that must be met (Horsburgh & Ippolito, 2018; Nabavi, 2012):

• Attention We must pay attention to the model. Our attention increases when behavior is more striking, different, or prestigious, and when the model is more similar to ourselves.
• Retention We must be able to remember the observed behavior; this can be increased through rehearsal .
• Reproduction We must be capable of replicating the behavior just observed. Note that a novice may not be developmentally ready to reproduce the action.
• Motivation We must be motivated to demonstrate what we have learned. This can be influenced by both reinforcement and punishment .

In a 2018 study using the SLT to explore learning from role models, students confirmed the processes above, describing how they were “selectively and consciously paying attention, using retention strategies, reproducing observed behavior and being motivated to imitate” (Horsburgh & Ippolito, 2018, p. 1).

Interpretation of the Social Learning Theory depends on the following key concepts.

SLT foundational concepts

While there are several concepts crucial to our understanding of the SLT, the following are foundational (Nabavi, 2012; Introduction, 2020):

• People learn through observation.
• Reinforcement and punishment have an indirect effect on behavior and learning.
• Cognitive factors contribute to whether a behavior is acquired.
• Learning involves modeling, yet does not require behavioral change.

Reinforcement and punishment

Both reinforcement and punishment are essential factors in the observer’s motivation to replicate the behavior they have seen (Nabavi, 2012):

• Both factors indirectly impact learning (but are not the sole cause).
• Both factors influence the degree to which an observer exhibits a learned behavior.
• The expectation of reinforcement influences cognitive processes, such as attention and learning.

Modeling & role models

The SLT demonstrates that humans learn and imitate behaviors observed in other people. The people observed are called models , and the process of learning is described as modeling .

Bandura identified three basic model types involved in observational learning (Nabavi, 2012):

• Live model An individual is observed acting out or showing the behavior.
• Verbal instruction model The behavior is explained or described.
• Symbolic model A real or fictional character displays the behavior online, on TV, in a book, etc.

A lecturer who attends and enjoys a training course may imitate and model the instructor’s technique and style to improve their teaching methods and student engagement. Similar modeling occurs when children watch parents read, students see mathematical problems solved, and bystanders witness an act of bravery (Bandura, 1986, 2006).

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Let’s look at the application of SLT in real life.

Criminology and aggression

According to the SLT, “aggressive behaviors are learned through reinforcement and the imitation of aggressive models ” (Gross, 2020, p. 489).

Bandura showed that aggressive tendencies, especially in children, are vicariously reinforced by seeing others rewarded for or benefiting from their aggressive behavior.

Are aggressive behaviors learned from violence on TV and in films? It depends on viewers’ perceptions, including factors such as (Gross, 2020):

• Are the violent portrayals in realistic settings? Violence in news and documentary programs is typically more upsetting.
• Is the violence justified or rewarded?
• Does the viewer closely identify with the characters?
• Is there a graphic and realistic depiction of the victim’s pain and suffering?

The SLT is also valuable in understanding criminal and deviant behavior. A review of existing studies found that the SLT could make sense of events at both a micro and a macro level, considering the temporal and ecological context (Akers & Jensen, 2006).

Social learning theory in social work

The SLT has implications for social work. Indeed, “modeling is seen as one of the key factors in the development of prosocial behavior” and occurs in families, workplaces, and education (Davies, 2013, p. 74).

The theory can help social workers better understand how specific behavior has developed and how to intervene, either to act as a role model or to encourage others.

Skill learning

A 2018 study studied the effect of role modeling in teaching and learning in medical students (Horsburgh & Ippolito, 2018). Students reported that learning from role models was “complex and haphazard,” and the study recognized that the process of learning from role models was challenging, but could be helped by (Horsburgh & Ippolito, 2018):

• Ensuring proximity and repeated observation of role models’ actions and their behavior
• Providing insight into the hidden thought processes behind the observable behaviors
• Being given the opportunity to reproduce and practice behavior accompanied by reflection

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The SLT has been studied through several fascinating and memorable studies, including:

Bobo doll experiment

In 1973, Bandura set out to understand the role of modeling in learning and aggression. To test the hypothesis that imitation played a large part in behavior, he created situations where children between three and five years old watched adults acting aggressively toward a large plastic doll, known as a ‘Bobo’ doll (Davies, 2013; Gross, 2020).

When allowed to play with the doll themselves, the children exhibited aggression to a degree that matched the scene they had witnessed.

Subsequently, when researchers removed toys, they observed the degree of aggression in the frustrated children. Bandura found that the children who had witnessed prior aggressive behavior were more likely to display it themselves.

However, Bandura identified that the acquisition of aggressive behaviors did not necessarily mean the child would imitate what they had seen (Gross, 2020).

Social Learning Theory: Bandura’s Bobo Beatdown Experiments

Introduction of TV

“Natural experiments allow the researcher to take advantage of fortuitous and naturally occurring events” (Gross, 2020, p. 491).

Two well-known studies researched the introduction of TV into communities where it hadn’t previously existed (Williams, 1986; Charlton & Hannan, 2005).

Following the arrival of television in St. Helena, a remote island in the South Atlantic Ocean, Charlton and Hannan (2005) found no noticeable difference in the children’s behavior. However, the study concluded that mitigating social factors might have helped, including being part of a small population where everyone knows one another and parents maintaining a high degree of control over their children’s behavior.

Contextual and cultural factors can moderate exposure to media violence or aggressive behavior (Gross, 2020).

Promoting positive parenting

Video feedback has been used successfully as a social learning theory intervention to promote positive parenting . In a 2017 study, parents who received helpful feedback became better role models, child–parent attachment improved, and there was a reduction in behavioral problems in children (Juffer, Bakermans-Kranenburg, & van IJzendoorn, 2017).

Combining the biological perspective with the SLT

Recent research has combined new findings in biological risk factors into mainstream social learning theories of criminal behavior (Fox, 2017).

“While learning clearly has social origins among peers and conditioning in society, it is also a biochemical process” (Fox, 2017, p. 25). Research, while ongoing, suggests that “many biological factors influence our learning, and consequently our behavior” (Fox, 2017, p. 28).

An improved understanding of such underlying factors, including perception, encoding, and reinforcement, may explain why some individuals are more likely to learn from the antisocial behavior of peers.

As with all psychological theories, there are strengths and weaknesses, and research is continually adding to our knowledge (Introduction, 2020; Wortley, 2008).

Strengths of the SLT

• The SLT is incredibly flexible in explaining a person’s various ways of behaving and learning. An environmental change can lead to a behavioral one.
• The SLT explains that learning can happen in various ways, including observation and direct, hands-on experiences.
• The SLT has been applied in many settings that have consistently shown strong relationships between social learning concepts and behavior.
• The degree, probability, and frequency of reinforcement impact imitation.
• Studies involving children observing aggression have shown that it impacts their subsequent behavior in controlled situations.

Criticism and limitations

• The SLT does not consider the aspect of accountability in actions. The theory suggests that how a person behaves is primarily down to context rather than how they process information.
• The SLT ignores developmental milestones. Such development stages typically occur irrespective of the environmental setting.
• The SLT does not account for behavior when there is no role model.
• Negative behavior such as criminal activities can occur without prior exposure to such behavior.
• The SLT can be difficult to test because of ethical issues. Indeed, experiments such as the ‘Bobo’ doll study would no longer be allowed.

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Psychologist Albert Bandura developed the SLT in response to the limitations of behavioral theories of learning.

While behaviorists focused on how the environment and reinforcement affect behavior, Bandura recognized that people learn by observing how others behave, including the rewards and punishment they receive.

Through a series of experiments, Bandura confirmed the ability of humans to acquire new behavior through observation and imitation. The SLT (later becoming the social cognitive theory) put forward the idea that learning occurs within a social environment, resulting from a shared interaction between person, environment, and behavior (Introduction, 2020).

While it has some limitations, the SLT successfully explains the acquisition of new behavior in many environments. The SLT is particularly valuable in explaining how children learn by imitating family members, friends, and other influential figures and will perform the behavior if the reward is sufficient.

Whether applied to education, social work, or criminology, the SLT is a valuable theory that can be used with other ideas and practices to bring about change. Although some historical studies do not meet the ethical research standards of today, the lessons learned remain valuable and insightful for education and behavioral change.

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• Akers, R. L., & Jensen, G. F. (2006). The empirical status of social learning theory of crime and deviance: The past, present, and future. In F. T. Cullen, J. P. Wright, & K. R. Blevins (Eds.), Advances in criminological theory: Vol. 15. Taking stock: The status of criminological theory (pp. 37–76). Transaction.
• Bandura, A. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology , 1 (6), 589–595.
• Bandura, A. (1977a). Social learning theory . Prentice Hall.
• Bandura, A. (1977b). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review , 84 (2), 191–215.
• Bandura, A. (1986). Social foundations of thought and action . Prentice Hall.
• Bandura, A. (2006). Autobiography. In M. G. Lindzey & W. M. Runyan (Eds.), A history of psychology in autobiography (vol. IX). American Psychological Association.
• Charlton, T., & Hannan, A. (2005). The St. Helena project: Summary of research findings . Economic and Social Research Council.
• Davies, M. (2013). The Blackwell companion to social work . Wiley Blackwell.
• Driscoll, M. P. (1994). Psychology of learning for instruction . Allyn & Bacon
• Fox, B. (2017). It’s nature and nurture: Integrating biology and genetics into the social learning theory of criminal behavior. Journal of Criminal Justice , 49 , 22–31.
• Gross, R. D. (2020). Psychology: The science of mind and behaviour . Hodder and Stoughton.
• Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings. BMC Medical Education , 18 , 156.
• Introduction to social learning theory in social work. (2020, July). Retrieved April 29, 2021, from https://www.onlinemswprograms.com/social-work/theories/social-learning-theory/
• Juffer, F., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2017). Pairing attachment theory and social learning theory in video-feedback intervention to promote positive parenting. Current Opinion in Psychology , 15 , 189–194.
• LaMorte, W. W. (2019, September 9). Behavioral change models. Retrieved April 29, 2021, from https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/behavioralchangetheories5.html
• Muro, M., & Jeffrey, P. (2008). A critical review of the theory and application of social learning in participatory natural resource management processes. Journal of Environmental Planning and Management , 51 (3), 325–344.
• Nabavi, R. T. (2012). Bandura’s social learning theory & social cognitive learning theory (Unpublished manuscript). Retrieved from https://www.researchgate.netpublication/267750204_Bandura’s_Social_Learning_Theory_Social_Cognitive_Learning_Theory
• Williams, T. M. (1986). The impact of television: A national experiment in three communities . Academic Press.
• Wortley, S. (2008). The root causes of youth violence: A review of major theoretical perspectives. In R. McMurtry & A. Curling (Eds.), The review of the roots of youth violence (vol. 5). Ontario Ministry of Children, Community and Social Services. Retrieved April 29, 2021, from http://www.children.gov.on.ca/htdocs/English/professionals/oyap/roots/volume5/chapter08_social_learning.aspx

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It is okay and a nice one! However, I needed some works who cited or use these theory.

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you can find references at the end of the article. There, we list various articles that you can look into to learn more about the topic 🙂

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A comprehensive explanation

Very informative and useful especially now that I am a college student. I am making our digital portfolio.

Thanks for the infor on this theory very interesting Think this one of the best websites

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The Social Learning Theory is very useful because it teaches us how children, adults, and other members of society interact within their social environment through observation and imitation. This is good for research work. It has made a great impact on Education and has added positively to the body of knowledge.

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Social Learning Theory

Reviewed by Psychology Today Staff

The basis of social learning theory is simple: People learn by watching other people. We can learn from anyone—teachers, parents, siblings, peers, co-workers, YouTube influencers, athletes, and even celebrities. We observe their behavior and we mimic that behavior. In short, we do what they do. This theory is also known as social cognitive theory.

• How We Observe and Learn
• What the Bobo Doll Taught Us
• Different Learning Theories

Social learning theory, developed by psychologist Albert Bandura, uses theories of classical and operant conditioning. But in this theory, the environment plays a large part in learning. We model the behavior of the people around us, especially if we find these models similar to ourselves or if we want to emulate them.

There are different parts to this theory. First, we learn by observing others . Second, our mental state is important in the learning process. Third, learning doesn’t mean there will be a change in behavior.

The YouTube influencer is a good case in point. If you like a particular influencer you may well want to model your behavior after hers. If she enjoys a certain brand of shampoo, then you may well imitate her by purchasing that brand.

Observational learning requires these four processes: attention , retention, reproduction, motivation . You have to pay attention to imitate behavior, retain or remember the behavior, reproduce the behavior, be motivated to reproduce it.

Bandura developed what famously became known as the Bobo Doll experiments. In these studies, children watched adults model either violent or passive behavior towards a toy, the Bobo Doll. What the children saw influenced how they themselves subsequently interacted with the doll. Specifically, children who observed violent behavior imitated this behavior and were verbally and physically aggressive toward the doll. Children who witnessed nonviolent behavior behaved less aggressively toward the doll. In recent years, some psychologists have called Bandura’s original findings into question, labeling his experiments as biased, poorly designed, or even unethical.

Albert Bandura concluded that children learn aggression , violence, and other social behaviors through observation learning , or watching the behaviors of others. On the opposite end, kindness and compassion can be imitated as well.

Despite the criticisms , Bandura’s larger theory is still applied by psychologists seeking to understand the roots of behavior and mood, the importance of role models, and to glean insight into consumer purchasing decisions.

Learning theory tells us how we take in and process information and knowledge. A person’s environment influences his learning. In the case of Pavlov’s dog, for example, the physiologist Ivan Pavlov found that the sound of a metronome produced saliva in a dog’s mouth. The dog was conditioned to hear the sound and associate that sound with food, hence the salivation. This is called classical conditioning .

In operant conditioning, coined by B.F. Skinner, we learn through reinforcement or punishment . We avoid touching a pot of boiling water, for example, because we will burn our fingertips. Skinner developed the operant conditioning chamber, later known as the Skinner Box, to study animal behavior . The chamber or box has a key or bar that can be pressed so that the animal obtains a reward like food or water. Manipulating the key meant food, that is the premise of reinforcement in learning.

Food poisoning is a good example of such conditioning . If your first experience of eating a burrito ended in nausea and other contaminated food symptoms, you will likely gag at the smell of future similar dishes.

The sales incentive is positive reinforcement in operant conditioning . The quarterly bonus, for instance, is offered to the sales agent who reaches his target goal. And he will likely strive to reach his future goals with such a stimulus.

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Social Learning Theory: How Bandura’s Theory Works

Categories Development , Theories

Social learning theory, also known today as social cognitive theory, is a theory proposed by psychologist Albert Bandura that explains how people learn through observation, imitation, and modeling. This model of learning suggests that both environmental and cognitive factors play a critical role in the acquisition of knowledge.

In this article, learn more about the basics of social learning theory and how people learn by observing others.

Table of Contents

What Is Social Learning Theory?

Behaviorism was the dominant school of thought in psychology for much of the first half of the 20th century, advocated by thinkers such as John B. Watson and B. F. Skinner . According to the behavioral perspective, learning is the result of conditioning through association reinforcement . 

While Bandura agreed that classical conditioning and operant conditioning were important for learning, he noted that these processes alone could not account for all examples of learned behavior. For example, people are often able to demonstrate that they have learned something even if they have no direct experience with it. 

According to Bandura’s social learning theory, people can also learn simply by observing the actions of others.

This theory extended behavioral ideas about learning by adding a social component. As Bandura once suggested, learning would be time-consuming, laborious, and even dangerous if you could only acquire knowledge through direct experience.

Bandura’s Bobo Doll Experiment

During the 1960s, Bandura conducted a series of famous experiments that came to be known as the Bobo doll experiment. The experiments involved having children observe an adult interact with a Bobo doll, a large inflatable toy that resembles the shape of a bowling pin. If tipped over, the doll returns to its original upright position.

When children observed the adult acting aggressively or violently toward the doll, the kids were more likely to imitate these behaviors when they were later allowed to interact with the doll.

The research served as a basis for Bandura’s social learning theory and the important role that observational learning plays. The study also had an impact on the conversation about how the violence that children observe in the media may impact their behavior.

Bandura dubbed his approach social learning theory when it was first introduced in 1977. He continued to develop his ideas and renamed his approach social cognitive theory in 1986. 

Components of Social Learning Theory

Bandura proposed that some key elements were essential for the social learning process. 

Observational Learning

The observational learning process is the cornerstone of Bandura’s model of learning. While this might immediately call to mind direct observation, you don’t necessarily have to actually witness an action being performed to learn through observation.

There are three primary types of observational modeling situations:

• Directly observing a live model perform and action, such as watching an instructor teach how to cook a dish
• Symbolically observing a character perform an action, such as reading about a fictional character
• Verbal instructions that explain how behavior might be performed, such as listening to a podcast that explains how to do something

It’s important to note that not all learning is easily observable . People can learn information even if they do not have to demonstrate that knowledge by performing it directly.

Emotion, Motivation, and Self-Efficacy

Bandura also believed that inner states could affect the social learning process. Cognitive influences, including your emotional states, moods, and thoughts, can affect your attention, motivation, and willingness to learn.

Social experiences can also affect your sense of self-efficacy , which is your belief in your ability to perform a test or achieve a goal. Having a strong sense of self-efficacy can help you choose goals, initiate actions, and persist in the face of obstacles.

Observing people do something successfully can influence your sense of self-efficacy. When you watch them succeed, it can inspire your own belief in your ability to be successful as well.

Factors That Affect Social Learning

Several factors can affect how observational occurs. Not everything we see or hear is learned or learned well. According to Bandura, some important elements affect the observational learning process:

• Attention: To learn something through observation, it needs to be the focus of your attention. Being distracted during the learning process can affect how well the information is learned.
• Retention : Observational learning also hinges on your ability to remember what you have observed.
• Reproduction : The next step of the process involves reproducing the behavior you have observed. While not all observational learning requires demonstrating the behavior, practicing can be helpful for the learning process.
• Motivation : Observational learning is also affected by motivation. This can include behavioral processes such as reinforcement and punishment . If you observe somebody else being rewarded for performing a behavior, it is more likely that you will also perform that behavior again in the future.

Uses for Social Learning Theory

As you might imagine, social learning theory has a number of practical applications. Some of these include:

• Parenting: Parents can use social learning to model behaviors that they want their children to learn.
• Education: Teachers can utilize principles of social learning theory to help teach children in classroom settings. Not only can the teacher serve as a model, pure models can also play an important part in observational learning.
• Therapy: social learning can also be important in the therapeutic process. Therapists can model appropriate behaviors, and peers can also model these behaviors in group therapy settings.
• Media messages: Social modeling also has the potential to have a positive effect on persuasive public health messaging. Encouraging people to engage in healthy behaviors can often be effective. However, researchers also suggest that media influencers can sometimes play a negative role. The debate over the impact of violence in mass media is one example of how observational learning might have a detrimental impact on behavior.

Social learning theory is a major theory of development that explains the importance of social factors in the learning process. While Bandura felt that behavioral factors such as conditioning processes did play an important role in learning, he felt that behaviorism neglected other important parts of this process, including social influences and cognition. 

Social learning theory continues to play an important role in psychology today. Bandura proposed that this approach could play a part in helping people adopt healthier behaviors and inspire people to take action to address problems such as climate change.

Bandura A, Ross D, Ross SA. Imitation of film-mediated aggressive models . The Journal of Abnormal and Social Psychology. 1963;66(1):3-11. doi:10.1037/h0048687

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Albert Bandura’s Social Cognitive Theory

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Key Takeaways

• Social cognitive theory emphasizes the learning that occurs within a social context. In this view, people are active agents who can both influence and are influenced by their environment.
• The theory was founded most prominently by Albert Bandura, who is also known for his work on observational learning, self-efficacy, and reciprocal determinism.
• One assumption of social learning is that we learn new behaviors by observing the behavior of others and the consequences of their behavior.
• If the behavior is rewarded (positive or negative reinforcement), we are likely to imitate it; however, if the behavior is punished, imitation is less likely. For example, in Bandura and Walters’ experiment,  the children imitated more the aggressive behavior of the model who was praised for being aggressive to the Bobo doll.
• Social cognitive theory has been used to explain a wide range of human behavior, ranging from positive to negative social behaviors such as aggression, substance abuse, and mental health problems.

How We Learn From the Behavior of Others

Social cognitive theory views people as active agents who can both influence and are influenced by their environment.

The theory is an extension of social learning that includes the effects of cognitive processes — such as conceptions, judgment, and motivation — on an individual’s behavior and on the environment that influences them.

Rather than passively absorbing knowledge from environmental inputs, social cognitive theory argues that people actively influence their learning by interpreting the outcomes of their actions, which, in turn, affects their environments and personal factors, informing and altering subsequent behavior (Schunk, 2012).

By including thought processes in human psychology, social cognitive theory is able to avoid the assumption made by radical behaviorism that all human behavior is learned through trial and error. Instead, Bandura highlights the role of observational learning and imitation in human behavior.

Numerous psychologists, such as Julian Rotter and the American personality psychologist Walter Mischel, have proposed different social-cognitive perspectives.

Albert Bandura (1989) introduced the most prominent perspective on social cognitive theory.

Bandura’s perspective has been applied to a wide range of topics, such as personality development and functioning, the understanding and treatment of psychological disorders, organizational training programs, education, health promotion strategies, advertising and marketing, and more.

The central tenet of Bandura’s social-cognitive theory is that people seek to develop a sense of agency and exert control over the important events in their lives.

This sense of agency and control is affected by factors such as self-efficacy, outcome expectations, goals, and self-evaluation (Schunk, 2012).

Origins: The Bobo Doll Experiments

Social cognitive theory can trace its origins to Bandura and his colleagues, in particular, a series of well-known studies on observational learning known as the Bobo Doll experiments .

In these experiments, researchers exposed young, preschool-aged children to videos of an adult acting violently toward a large, inflatable doll.

This aggressive behavior included verbal insults and physical violence, such as slapping and punching. At the end of the video, the children either witnessed the aggressor being rewarded, or punished or received no consequences for his behavior (Schunk, 2012).

After being exposed to this model, the children were placed in a room where they were given the same inflatable Bobo doll.

The researchers found that those who had watched the model either received positive reinforcement or no consequences for attacking the doll were more likely to show aggressive behavior toward the doll (Schunk, 2012).

This experiment was notable for being one that introduced the concept of observational learning to humans.

Bandura’s ideas about observational learning were in stark contrast to those of previous behaviorists, such as B.F. Skinner.

According to Skinner (1950), learning can only be achieved through individual action.

However, Bandura claimed that people and animals can also learn by watching and imitating the models they encounter in their environment, enabling them to acquire information more quickly.

Observational Learning

Bandura agreed with the behaviorists that behavior is learned through experience. However, he proposed a different mechanism than conditioning.

He argued that we learn through observation and imitation of others’ behavior.

This theory focuses not only on the behavior itself but also on the mental processes involved in learning, so it is not a pure behaviorist theory.

Stages of the Social Learning Theory (SLT)

Not all observed behaviors are learned effectively. There are several factors involving both the model and the observer that determine whether or not a behavior is learned. These include attention, retention, motor reproduction, and motivation (Bandura & Walters, 1963).

The individual needs to pay attention to the behavior and its consequences and form a mental representation of the behavior. Some of the things that influence attention involve characteristics of the model.

This means that the model must be salient or noticeable. If the model is attractive, prestigious, or appears to be particularly competent, you will pay more attention. And if the model seems more like yourself, you pay more attention.

Storing the observed behavior in LTM where it can stay for a long period of time. Imitation is not always immediate. This process is often mediated by symbols. Symbols are “anything that stands for something else” (Bandura, 1998).

They can be words, pictures, or even gestures. For symbols to be effective, they must be related to the behavior being learned and must be understood by the observer.

Motor Reproduction

The individual must be able (have the ability and skills) to physically reproduce the observed behavior. This means that the behavior must be within their capability. If it is not, they will not be able to learn it (Bandura, 1998).

The observer must be motivated to perform the behavior. This motivation can come from a variety of sources, such as a desire to achieve a goal or avoid punishment.

Bandura (1977) proposed that motivation has three main components: expectancy, value, and affective reaction. Firstly, expectancy refers to the belief that one can successfully perform the behavior. Secondly, value refers to the importance of the goal that the behavior is meant to achieve.

The last of these, Affective reaction, refers to the emotions associated with the behavior.

If behavior is associated with positive emotions, it is more likely to be learned than a behavior associated with negative emotions. Reinforcement and punishment each play an important role in motivation.

Individuals must expect to receive the same positive reinforcement (vicarious reinforcement) for imitating the observed behavior that they have seen the model receiving.

Imitation is more likely to occur if the model (the person who performs the behavior) is positively reinforced. This is called vicarious reinforcement.

Imitation is also more likely if we identify with the model. We see them as sharing some characteristics with us, i.e., similar age, gender, and social status, as we identify with them.

Features of Social Cognitive Theory

The goal of social cognitive theory is to explain how people regulate their behavior through control and reinforcement in order to achieve goal-directed behavior that can be maintained over time.

Bandura, in his original formulation of the related social learning theory, included five constructs, adding self-efficacy to his final social cognitive theory (Bandura, 1986).

Reciprocal Determinism

Reciprocal determinism is the central concept of social cognitive theory and refers to the dynamic and reciprocal interaction of people — individuals with a set of learned experiences — the environment, external social context, and behavior — the response to stimuli to achieve goals.

Its main tenet is that people seek to develop a sense of agency and exert control over the important events in their lives.

This sense of agency and control is affected by factors such as self-efficacy, outcome expectations, goals, and self-evaluation (Bandura, 1989).

To illustrate the concept of reciprocal determinism, Consider A student who believes they have the ability to succeed on an exam (self-efficacy) is more likely to put forth the necessary effort to study (behavior).

If they do not believe they can pass the exam, they are less likely to study. As a result, their beliefs about their abilities (self-efficacy) will be affirmed or disconfirmed by their actual performance on the exam (outcome).

This, in turn, will affect future beliefs and behavior. If the student passes the exam, they are likely to believe they can do well on future exams and put forth the effort to study.

If they fail, they may doubt their abilities (Bandura, 1989).

Behavioral Capability

Behavioral capability, meanwhile, refers to a person’s ability to perform a behavior by means of using their own knowledge and skills.

That is to say, in order to carry out any behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, further affecting the environment in which they live (Bandura, 1989).

Reinforcements

Reinforcements refer to the internal or external responses to a person’s behavior that affect the likelihood of continuing or discontinuing the behavior.

These reinforcements can be self-initiated or in one’s environment either positive or negative. Positive reinforcements increase the likelihood of a behavior being repeated, while negative reinforcers decrease the likelihood of a behavior being repeated.

Reinforcements can also be either direct or indirect. Direct reinforcements are an immediate consequence of a behavior that affects its likelihood, such as getting a paycheck for working (positive reinforcement).

Indirect reinforcements are not immediate consequences of behavior but may affect its likelihood in the future, such as studying hard in school to get into a good college (positive reinforcement) (Bandura, 1989).

Expectations

Expectations, meanwhile, refer to the anticipated consequences that a person has of their behavior.

Outcome expectations, for example, could relate to the consequences that someone foresees an action having on their health.

As people anticipate the consequences of their actions before engaging in a behavior, these expectations can influence whether or not someone completes the behavior successfully (Bandura, 1989).

Expectations largely come from someone’s previous experience. Nonetheless, expectancies also focus on the value that is placed on the outcome, something that is subjective from individual to individual.

For example, a student who may not be motivated to achieve high grades may place a lower value on taking the steps necessary to achieve them than someone who strives to be a high performer.

Self-Efficacy

Self-efficacy refers to the level of a person’s confidence in their ability to successfully perform a behavior.

Self-efficacy is influenced by a person’s own capabilities as well as other individual and environmental factors.

These factors are called barriers and facilitators (Bandura, 1989). Self-efficacy is often said to be task-specific, meaning that people can feel confident in their ability to perform one task but not another.

For example, a student may feel confident in their ability to do well on an exam but not feel as confident in their ability to make friends.

This is because self-efficacy is based on past experience and beliefs. If a student has never made friends before, they are less likely to believe that they will do so in the future.

Modeling Media and Social Cognitive Theory

Learning would be both laborious and hazardous in a world that relied exclusively on direct experience.

Social modeling provides a way for people to observe the successes and failures of others with little or no risk.

This modeling can take place on a massive scale. Modeling media is defined as “any type of mass communication—television, movies, magazines, music, etc.—that serves as a model for observing and imitating behavior” (Bandura, 1998).

In other words, it is a means by which people can learn new behaviors. Modeling media is often used in the fashion and taste industries to influence the behavior of consumers.

This is because modeling provides a reference point for observers to imitate. When done effectively, modeling can prompt individuals to adopt certain behaviors that they may not have otherwise engaged in.

Additionally, modeling media can provide reinforcement for desired behaviors.

For example, if someone sees a model wearing a certain type of clothing and receives compliments for doing so themselves, they may be more likely to purchase clothing like that of the model.

Observational Learning Examples

There are numerous examples of observational learning in everyday life for people of all ages.

Nonetheless, observational learning is especially prevalent in the socialization of children. For example:

• A newer employee avoids being late to work after seeing a colleague be fired for being late.
• A new store customer learns the process of lining up and checking out by watching other customers.
• A traveler to a foreign country learning how to buy a ticket for a train and enter the gates by witnessing others do the same.
• A customer in a clothing store learns the procedure for trying on clothes by watching others.
• A person in a coffee shop learns where to find cream and sugar by watching other coffee drinkers locate the area.
•  A new car salesperson learning how to approach potential customers by watching others.
•  Someone moving to a new climate and learning how to properly remove snow from his car and driveway by seeing his neighbors do the same.
•  A tenant learning to pay rent on time as a result of seeing a neighbor evicted for late payment.
•  An inexperienced salesperson becomes successful at a sales meeting or in giving a presentation after observing the behaviors and statements of other salespeople.
•  A viewer watches an online video to learn how to contour and shape their eyebrows and then goes to the store to do so themselves.
•  Drivers slow down after seeing that another driver has been pulled over by a police officer.
•  A bank teller watches their more efficient colleague in order to learn a more efficient way of counting money.
•  A shy party guest watching someone more popular talk to different people in the crowd, later allowing them to do the same thing.
• Adult children behave in the same way that their parents did when they were young.
• A lost student navigating a school campus after seeing others do it on their own.

Social Learning vs. Social Cognitive Theory

Social learning theory and Social Cognitive Theory are both theories of learning that place an emphasis on the role of observational learning.

However, there are several key differences between the two theories. Social learning theory focuses on the idea of reinforcement, while Social Cognitive Theory emphasizes the role of cognitive processes.

Additionally, social learning theory posits that all behavior is learned through observation, while Social Cognitive Theory allows for the possibility of learning through other means, such as direct experience.

Finally, social learning theory focuses on individualistic learning, while Social Cognitive Theory takes a more holistic view, acknowledging the importance of environmental factors.

Though they are similar in many ways, the differences between social learning theory and Social Cognitive Theory are important to understand. These theories provide different frameworks for understanding how learning takes place.

As such, they have different implications in all facets of their applications (Reed et al., 2010).

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Social Learning Theory

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Observational Learning ; Social Cognitive Theory

Social learning theory, or SLT, is predicated on the notion that learning occurs through social observation and subsequent imitation of modeled behavior. According to SLT, humans learn from observing the actions and resulting consequences of others. By doing so, individuals can learn to imitate the observed behavior, and thus reap the rewards, or they can learn not to imitate a particular action and thereby avoid the disagreeable consequences. Often seen as a bridge between both behaviorist and cognitive learning theories, social learning theory involves reciprocal interaction between cognitive, behavioral, and environmental influences (Pajares 2002 ).

Theoretical Background

Associated most notably with Albert Bandura, SLT has its roots in Rotter’s Social Learning and Clinical Psychology ( 1954 , for related content see http://psych.fullerton.edu/jmearns/rotter.htm ). A quarter century later, Bandura expanded and refined...

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Bandura, A. (1977). Social learning theory . New York: General Learning Press.

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Rotter, J. B. (1954). Social learning and clinical psychology . New York: Prentice-Hall.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes . Cambridge, MA: Harvard University Press.

Further Reading

Rotter. http://psych.fullerton.edu/jmearns/rotter.htm . Accessed 23 Nov 2010.

Vygotsky. http://tip.psychology.org/vygotsky.html . Accessed 23 Nov 2010.

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A Guide to Social Learning Theory in Education

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Every teacher has those students. The ones that make the classroom difficult. They speak out of turn, bully other children, and express many behavioral problems that can bring a teacher to the end of their rope. Every classroom has students like these, and it can be incredibly frustrating for a teacher to deal with this all the time. At the root of the problem may be the student lacking guidance in the classroom. 

“The content of most textbooks is perishable, but the tools of self-directedness serve one well over time.” - Albert Bandura

Current and aspiring teachers know that one of their most important jobs is to help give students guidance to be better learners and people, not just try and teach them one or two things out of a book. Understanding learning theories can help teachers connect with students who are acting out or having trouble learning. The practical applications of the social learning theory can directly address behavioral issues in some students and help them improve. In both their actual learning, and their behavior as a student, the right learning theory can make a world of difference.

What is the social learning theory?

Simply put, social learning theory is the idea that children learn from observing others. This learning can be acted on, a child sees a sibling politely ask for a treat and get one, or not acted on, a teenager hears a friend talking picking a lock and they learn something new, but don’t try it themselves. Especially when it comes to aggressive behavior, social learning theory plays a big role in how all people and especially children learn. 

There are four elements to social learning theory including:

Attention. Children can’t learn if they aren’t focused on the task. Students who see something unique or different are more likely to focus on it, helping them to learn.

Retention. People learn by internalizing information. We can then recall that information later when we want to respond to a situation in the same way which we saw. In order to learn from what we see, we have to retain that information.

Reproduction. We reproduce our previously learned behavior or knowledge when it’s required. Practicing our response in our head or in actions can improve the way we respond.

Motivation. Motivation is required in order to do anything. Usually our motivation comes from seeing someone else be rewarded or punished for something they have done. This can motivate us to do or not do that same thing.

Teachers have found that social modeling and examples are a very powerful tool in education. If children see positive consequences from an action, they are likely to do that action themselves. And if they see negative consequences, they are likely to avoid that behavior. Unique, novel, and different situations often catch a student’s attention and can stand out to them.

If students see other students paying attention, they are more likely to pay attention. So teachers utilize reward systems and punishments to help students learn from the examples of others. Social learning theory also has a great root in encouraging self-efficacy by using constructive feedback. Students who get positive reinforcement have more confidence in themselves and their abilities—this stands out in their mind and they want to repeat this behavior.

History of social learning theory.

Albert Bandura is considered the father of social learning theory. In the 1960’s he conducted a now-famous experiment called the Bobo doll experiment that led to his official writings on the social learning theory in 1977.

The Bobo doll experiment was a group of tests performed from 1961-1963. The experiments involved studying children’s behavior after they watched an adult act aggressively toward a doll-like toy with a low center of mass that rocked back after being knocked down. The most important element of the experiment was seeing how children behaved after seeing the adult get rewarded, punished, or no consequence for physically abusing the Bobo doll. These experiments helped show how children can be influenced by learning from the behavior of others. Albert Bandura’s insights focus on behavioral development of students

Lev Vygotsky is also known for his work on understanding how children learn from their peers, but his work is more focused on cognitive and language development. Lev Vygotsky focuses on the difference between what a child knows and what they want to know, the zone of proximal development. He focuses on how seeing other adults and peers helps children be able to overcome that zone of proximal development.

Social learning theory vs. social cognitive theory.

Albert Bandura is known as being the creator of both of these learning theories. Social cognitive theory is a more specific and detailed element of the social learning theory, and is connected to the cognitive theory of learning . It takes the idea that people learn from other people, and adds their personal or cognitive factors, the behavior itself, and the environment as combination factors for determining learning and behavior. 

In social cognitive theory, Bandura broadens the theory by saying that humans aren’t just shaped by their environment and inner forces, but they also shape their environment and inner force. Self-efficacy is an even more crucial area of social cognitive theory. 

Social learning theory is the more broad approach to the idea that humans and children learn from observing others.

How to incorporate social learning in your classroom.

While it’s one thing to think about social learning, it’s another to really incorporate it into your classroom. It’s important to understand strategies for how to incorporate this theory and help students succeed with it. Empathy and care are crucial to making sure this learning theory goes well in your classroom. Teachers should always remember that they can focus on reinforcement to shape behavior, model appropriate behavior, and build self-efficacy as part of their classroom model.

The flipped classroom model . A flipped classroom model involves changing the way students would traditionally learn. Instead of a teacher lecturing during the school day, students watch an instructional video or reading material at home. Then in class, they apply what they learned through activities or assignments that might have been homework. Teachers act as guides and coaches, helping them continue their learning. This embodies the social learning theory because students are able to observe the behavior and action of other students during the learning and activities, seeing when they are getting praised and encouraged, and apply those observations to their learning.

Teachers can incorporate this model by recording themselves lecturing on a certain subject so students can watch that video as their homework. They can then take their homework assignments and plan to work on them the next day with the students. It can be beneficial for teachers who choose this model to be available to help answer student questions if needed.

Gamification and simulations. Gamification and simulations help teachers turn their classroom into a more interactive experience. It takes assignments and activities and put them into a game. Gamification involves turning an activity into a competitive game, creating rewards for winners, and creating that unique and novel spark that will attract the interest of students.

Simulations in the classroom help add interest and fun to a classroom situation. A mock trial, a mock city, a digital simulation—all of these simulation options are great ways to enhance a classroom setting and make students feel more engaged. They also get the opportunity to learn from their peers.

Gamification and simulations connect to social learning theory by allowing students to make real observations for rewards and punishments in an engaging way in the classroom. Students can win a game or see someone succeed in the simulation, and then emulate that behavior. 

Teachers can start by creating a unit that has a simple game or simulation to test it out, and then continue to add new games or simulations whenever possible.

Peer coaching. Peer coaching is a great way to help students learn from each other. Students connected to each other can observe and learn, helping each other along the way. It’s important to be careful when instituting peer coaching—you don’t want students to feel uncomfortable or insecure about another student helping them. This can work well for math learning, paper writing and editing, and more. To institute peer coaching, carefully observe students first to see who would be a good fit to make the experience a success.

Teachers can be a peer coach for students, or another aid can help act as peer coaches for students, especially when it comes to older students. Older students can directly learn from adults who have been in similar situations, and they can see how then ended up and how they got to where they are. 

Teacher resources for social learning.

These resources will help teachers be prepared to incorporate social learning in their classroom and help students improve behaviors and be successful.

http://www.google.com/sky/ . This resource is a simulation of the sky that can help students learn about astronomy.

http://padlet.com/ . Padlet can help students and teachers collaborate. Students can communicate and work with each other while watching instructional videos or reading articles written by the teacher.

http://edpuzzle.com/ . Edpuzzle allows teachers to create video content for students to consume easily.

http://quizizz.com/ . Quizizz is a great game option that makes learning and quizzes a more fun, game option. 

http://www.youtube.com/user/wardsci/videos?view=0 . How-to videos are a great way for students to learn at home, particularly in a flipped classroom environment.

If you're a current or aspiring educator , it's important to understand how different learning theories can benefit your classroom and help students find success. Get more help and knowledge about teaching and education with a degree from WGU.

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Home — Essay Samples — Psychology — Cognitive Development — Bandura’s Social Learning Theory

Bandura's Social Learning Theory

• Categories: Cognitive Development Social Learning Theory

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Published: Feb 12, 2024

Words: 485 | Page: 1 | 3 min read

• According to Bandura's theory, learning would be impossible if individuals relied solely on the consequences of their own actions. Instead, behavior is influenced through the process of modeling. Individuals observe and imitate the behaviors they see in others, which informs their own future actions. Bandura's theory incorporates three fundamental ideas: observational learning, the importance of an individual's cognitive state, and the fact that not all observed and learned behaviors result in behavioral change.
• Bandura's experiments have shown that children tend to imitate the behaviors of significant others, particularly their adult role models. Role models have a significant impact on individuals' behaviors, and new behaviors are learned through observation and imitation. Observational learning can occur through live models, verbal instruction, or symbolic models. Symbolic modeling, in particular, has become prevalent in today's society due to advancements in technology and globalization.
• The theory emphasizes the importance of cognitive or intrinsic reinforcement in the learning process. Intrinsic reinforcement includes internal rewards such as pride, satisfaction, and a sense of accomplishment. Learning is enhanced when individuals feel internally satisfied with the new behavior and experience personal accomplishment. Bandura's theory bridges the gap between social learning and cognitive development theories by highlighting the role of internal rewards.
• While most behavior theorists believe that learning leads to permanent behavior change, Bandura's theory acknowledges that learning can occur without changes in behavior. The success of behavioral changes through the learning process depends on factors such as attention, retention, reproduction, and motivation. Attention is crucial for observational learning, and retention allows individuals to store and retrieve acquired information. Reproduction involves practicing and demonstrating the retained information, leading to skill advancements. Motivation, in the form of reinforcement or punishment, is essential for the success of the modeling process.
• Bandura's social learning theory has been applied in various fields, including education, psychology, and counseling. In education, the theory is used to explain the learning process of students and develop strategies to address behavior change. It has also been utilized to understand delinquent behaviors in children and to develop education policies and classroom strategies. The theory is particularly relevant in understanding the current observational learning process through symbolic modeling, influenced by the media.

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Bandura’s Social Learning Theory Explained

It’s common knowledge that kids often mimic adults and peers. I find it adorable when little boys walk behind their dads, copying the stance. Parents have been delighted but also embarrassed when their kiddo modeled their behavior in public. We all have stories to tell. I remember visiting friends one time, and their young daughter repeated a word her dad had used when he hit his finger with the hammer. Needless to say, everyone packed up laughing, and his red face was hilarious.

Psychologist Albert Bandura’s Social Learning Theory is one explanation of how people learn from observing and mimicking others.

He believed the behaviorists didn’t have a complete theory that social learning required, and neither did the cognitive models. According to him, they didn’t take into consideration how social variables influenced behavior. Bandura saw the disparity in most models learning theories that didn’t consider the effect of the social environment on learning new behaviors. Years later, Albert Bandura revised his model because it didn’t incorporate and explain all behaviors.

His Bobo doll experiments helped him make the connection between social observation and new behavior responses from individuals who had not learned the behavior before.

What Is The Main Idea of Social Learning Theory?

Bandura’s Social Learning Theory describes how people can learn something new by observing the behavior of other people and applying rational mental behavior.

Observational learning is the first step in the social learning process. The famous Bobo doll experiment supported the social learning theory of observational learning.

The Bobo Doll Experiment

In this experiment, groups of children were exposed to adults acting aggressively (attacking the clown punching doll by throwing it in the air or hitting it with a hammer), adults ignoring the doll or no adult modeling at all. The children were then allowed to play with a toy and immediately told they couldn’t continue to play with that toy because they were the best toys and reserved for other children.

The children were then led into another room, in which there were both non-aggressive and aggressive toys. Among the aggressive toys were a mallet & peg board, dart guns, and a Bobo doll.

There was much more imitative aggressive behavior towards the Bobo doll in the group that had seen adults acting out in that manner than in either the control or the “passive” adult behavior groups.

Vicarious Reinforcement Experiment

The results of the observational learning experiment showed that kids mimicked the behavior of the adults they observed. Follow-up results also showed that the children were more likely to learn the behavior where they saw the adults were rewarded for aggressive or non-aggressive actions than those that were punished for their aggression.

In this experiment, the former Bobo doll outline was followed, but with a twist.

Children were separated into three groups. Kids were able to watch the adult model either rewarded (with treats and a drink), scolded, or ignored for their aggressive behavior.

Children that saw the aggressive behavior or were in control were more likely to act out in the same aggressive ways as the adult than children that witnessed punishment.

People desire approval in life, and therefore they function in ways to receive approval. During the experiment, it was noted that the children preferred repeating the actions of the models who gained approval by being rewarded. They are also more likely to continue the behavior that results in positive consequences than negative consequences.

When kids imitate a model, it may be one type of behavior they reproduce. Kids may also identify with multiple models in their environment. Models could be parents, teachers, siblings, friends, peers, cartoon characters, or celebrities. They identify with these people because they have talents, abilities, or qualities the child wants to possess. When they identified with a model, they were more motivated to adopt various behaviors of that model than just mimicking one behavior.

Bandura’s theory was based on three main ideas.

• People learn through observing role models. He identified the three types of models in his experiment: a live model physically demonstrating an action, a live model using language to display a behavior verbally, and a symbolic model showing behaviors in online media, movies, television programs, and books.
• Internal psychology influences the learning process. Intrinsic reinforcements satisfy psychological needs like a sense of accomplishment, satisfaction, a form of success, or pride.
• Learning a behavior doesn’t automatically mean the person will execute it. Changing or applying a new behavior must be of value to the person to want to apply what they’ve learned.

You might also be interested in: Blooms Taxonomy Verbs

What are the Four Steps in Social Learning Theory?

The four steps in the Social Learning Theory of Bandura are attention , retention , reproduction , and motivation .

Step 1: Attention

The behavior of the model must grab the learner’s attention for them to notice the behavior and to implement observational learning. People are exposed to lots of behaviors in their immediate environment daily, and they don’t learn everything that is happening around them.

It must grab the person’s attention to become an unusual behavior to observe, e.g., a parent rewarding a sibling for a specific behavior as opposed to punishment or sitting still while listening to a lecture that doesn’t interest you. People pay attention to experiences that they deem important.

Step 2: Retention

Retention is how well past behavior is remembered. If there is no memory of the behavior observed, there is nothing to be retained for reproducing the behavior. Retention is an internal memory event that is essential for learning a new behavior.

Imitation of the behavior immediately after seen is not enough to establish a behavior. People may soon forget it as needless information, and there won’t be any memory to refer to in the future. No change will occur if they don’t remember how to imitate the action.

Step 3: Reproduction

Reproduction is the ability to execute the model’s behavior. You may want to reproduce the behaviors of a person you admire. Still, if you don’t have the ability, you won’t be able to, irrespective of how often you observe the model’s behavior, how much reinforcement occurs, and how well you retain it as a memory.

If you don’t have the ability, it doesn’t matter how many times you try to enact what you observed, e.g., a Kindergarten student may reproduce their teacher’s friendly attitude. Still, they don’t have the ability or skill to jump as high as an Olympian athlete.

Step 4: Motivation

Even though a person may have the ability to reproduce the behavior, they must have the desire or will to do it. Without this motivation, there will be no behavior change.

People are more motivated to mimic the behavior if the behavior is rewarded. The reward needs to be more valuable than the effort it takes to copy the behavior.

The opposite is also true: criticism or punishment after action will make someone less likely to repeat the action. Past negative reinforcement can bring about behavior change.

During the Bobo Dolls experiment, the kids were more inclined to repeat the aggressive modeling when the adults were rewarded for their behavior than when punished. Receiving a reward may motivate them to copy what they have observed, but punishment has the opposite effect.

Bandura’s research also showed kids were motivated to imitate the psychical and verbal actions of others. They also saw that kids were more inclined to imitate people similar to them as the same gender.

The retention and reproduction steps of Albert Bandura’s social learning theory resemble cognitive concepts. Paying attention to the model’s behavior is typical of a behavioral learning theory social role, the first step of observing before they imitate.

What are the Two Types of Social Learning?

The Social Learning Theory combines or acts as a bridge between two types of learning theories. Behavioral learning believes that learning is based on how the individual responds to environmental stimuli. Cognitive learning places more weight on the idea that psychological factors determine learning ability.

Behaviorist Model

Behaviorism is the traditional theory social learning models use to explain the way people learn. It was assumed behavior is learned when a person observes the behavior of someone, the model, and then replicates it. The theory is based on external stimulus-response to the environment but does not consider internal human behavior.

Bandura’s social theory of learning overlapped, including some of the behaviorist learning theories; he also included principles from the cognitive understanding of the learning processes.

Cognitive Theory

Thought, understanding, and perception are cognitive functions that influence the intrinsic reinforcement of learning. The cognitive theory attempts to understand the relationship between mental activities and physical actions of behavior. Theorists believed that existing knowledge in memory might guide and help students to make new knowledge meaningful.

The model includes a mediational process where a mental event occurs based on the input received. The result is a behavior seen outwardly. Responding to the stimulus requires a step of thinking occurring related to what was observed. The motivation to respond is decided internally whether it is worthwhile to practice the new behavior or not.

Who Came Up With the Social Learning Theory?

Albert Bandura is a Canadian-born American psychologist who is best known for the Social Learning Theory, which was later published in book form by Englewood Cliffs in 1977. He revised it in 1986, calling the new Social Learning Theory Social Cognitive Theory. He is also known for his famous Bobo experiments.

When he graduated from high school, his parents gave him the option to stay and work in a small town or achieve and make every effort for further education. He went on to college.

While studying biology at the University of British Columbia, he accidentally stumbled on psychology. He was working at a woodwork plant in the afternoon and attended class in the morning. He was commuting with other students who had classes earlier in the morning. Bandura chose psychology as a filler course to bide time. Within three years, he graduated with the Bolocan Award in psychology.

“The Psychology of Chance Encounters and Life Paths” was an article he published in 1982 where he spoke about how personal initiative could shape circumstances and the direction their life takes.

He earned his MA degree and Ph.D. at the University of Iowa. He accepted a position at Stanford University, where studies on aggression interested him and led him to his social learning theory.

How is Social Learning Theory Applied in the Classroom?

Students in a classroom may imitate another classmate or the teacher, depending on what motivates them.

Teachers may present themselves as good role models teaching kids with good behavioristic characteristics through their reactions to class incidents. If a teacher is neat and tidy, doesn’t get angry, and is always friendly, the children may follow the teacher’s lead and imitate the behavior.

Working in groups may cause new behaviors. A student who tends to procrastinate may observe another hardworking student. They may conclude that the student has better test results and receives the approval and rewards they desire. It may motivate the child to imitate that student.

For More Reading:

Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.

Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.

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. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Bryan Bigari is the current editor of Fractus Learning. As a father of three, Bryan has a passion for helping kids to both excel in school and have fun with friends and parents. He has worked on education issues at the state and federal level, and is looking forward to sharing his first hand education and toy knowledge with you.

This paper really helped me a lot.. And I had to note down many relevant points. It truly shed more light about psychology of teaching and learning Bandura.. Thanx a thousand times.

This is well explained ☺️

at first I found it hard to understand Bandura’s learning theory but right after reading this page I now understand everything, I really appreciate it.

This article really helped and I kind of understand the whole concept of motivation and how you decide on what you are going to do to motivate yourself and I understand and learned the differences between behavioral learning and cognitive learning. I’ve really learned a lot by reading this article and I’m glad to know the history of Albert Bandura. Thank You

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Social learning theory Essay

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Basic concepts

The modeling process.

Learning As defined by (Noe, 2009), is a way through which a person acquires new knowledge as well as skills and behaviors, which generally incorporates synthesizing a range of information in the general environment.

This essay focuses on social learning theory, developed by Bandura, as evident in modern business organizations. Basically, the theory points out that, individuals in organizations learn from each other by means of observation, imitation as well as modeling among many other techniques.

The most critical element in the social learning theory proposed by Bandura is the focus on, what is termed as reciprocal determinism. Essentially, the component of reciprocal determinism points out that, a person’s behavior is stimulated by surrounding environment, besides an individual’s characters, and these factors always work together in any learning situation (Noe, 2009).

Some of the fundamental principles of this theory include the following; one, individuals are able to learn from others, by observing the way they carry out their duties as well as the results of their conducts. Two, learning can take place even if there is no modification of behavior.

Three, cognition is essential in any social learning process, ostensibly because, awareness as well as expectations relating to expected reinforcements or even punishments significantly impact people’s behavior. Additionally, social learning is a form of transition, especially in relation to behavior coupled with learning techniques (Noe, 2009).

To begin with, observational learning in organizations through imitating others is a common occurrence in today’s business environment. For example, if employees observe violent behaviors of their bosses, they are likely to do the same when they get opportunity. In relation to observational learning (Noe, 2009) points out three models.

One is a live model, which basically entails the very person demonstrating behavior. Two is the model relating to verbal instructions, where behaviors are critically described as well as analyzed. Three is the symbolic model, which encompasses not only real characters, but also fictional ones, who will exhibit various behaviors as documented in written materials like books and other forms of media (Noe, 2009).

Moreover, a person’s mental state contributes to learning, where in this case, one’s pride, self-esteem among others, determines how one’s learning process will be. Again, it is not necessary that all the learned behaviors will induce change; this is likely to be the case where learning involves testing to establish truth (Noe, 2009).

According to (Noe, 2009), the social learning theory is a crucial theory as far as learning together with development of individuals is concerned. From a social context, people are able to learn mostly by observing what others are doing, thus termed as observational learning.

In this perspective, such kind of learning is applied in comprehending various human behaviors in organizations. (Noe, 2009) points out that, there are three critical aspects relating to social learning. One is the fact that individuals are able to learn by observing. Two, each person’s mental status is pivotal in the learning process. And three, usually, something one learns does not guarantee change in conduct

Apparently, research studies have shown that, there are some observed behaviors which may not be well learned. Oftentimes, factors touching on both the model and learner determine success of the entire learning process. In such cases, standard procedures are emulated. For this purpose, some of the following stages are encompassed in any learning as well as modeling process (Noe, 2009).

First and foremost is the attention stage, where an individual intending to learn is required to focus on learning. Unfortunately, any distraction disrupts effective observation, which in turn affects the learning process. Second, retention of observed and learned information is mandatory in any learning situation. However, retention is influenced by a number of environmental forces.

Three, is reproduction of learned facts, which should be demonstrated by putting into practice such facts. In reproducing facts, one is able to advance as well as improve learning skills in relative situations (Noe, 2009).

Finally, motivation of learners cements their learning skills, ostensibly because they will be encouraged to model observed behavior. In this respect, reinforcement as well as punishment is imperative in motivating employees. For instance, if organizational employees see their colleague awarded for meeting expected objectives, they will strive towards meeting theirs to be rewarded like their colleague (Noe, 2009).

Social learning theory is applicable in organizations, particularly in assisting employees boost their performance. Broadly speaking, by encouraging employees to take personal responsibility for their jobs, obviously, better job performance is likely to occur, especially if employee ability levels are high.

Better employee performance will result as employees’ thoughts as well as beliefs change, in favor of personal development toward organization tasks if well compensated. This is common when successful cases are on the rise (Noe, 2009). Undeniably, application of social learning theory would provide similar results in a social setting, in this case organizations.

In brief, not only has social learning theory stimulated development of psychology related theories; it has also a significant impact on social settings like in organizations and education institutions.

Presently, organizational leaders lay much emphasis on modeling as one of the techniques for influencing desirable behaviors. Additionally, organizational strategies such employee motivation are equally based on the social learning theory (Noe, 2009).

Noe, R. (2009). Employee training and development . New York: McGraw-Hill Word count: 850

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This chapter excerpt describes the salient elements of social learning theory and practical classroom applications. Video mini-lectures are included.

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Social Learning Theory ( AQA A Level Psychology )

Revision note.

Psychology Content Creator

Social Learning Theory

• Social learning theory ( SLT ) was proposed by Bandura (1972) as a more  nuanced explanation of  behaviourism  
• SLT takes the principles of behaviourism (people are shaped by their environment ) and refines it to include the mechanisms of how people (particuarly children) learn from others
• SLT posits the idea that children learn via observation of  role models particularly parents but also other significant people such as teachers, older siblings, celebrities
• The concept behind SLT is that the child observes the behaviour of a role model and then (if the behaviour is observed frequently) imitates that behaviour in different contexts e.g. a child observes domestic violence at home and goes on to imitate this sort of behaviour at school ( bullying )
• It is more likely that a child will imitate the behaviour of role models with whom they identify  e.g. same-sex parent or sibling
• The child observes a specific behaviour from a role model e.g. an aggressive parent
• The child sees that the aggressive parent is  rewarded e.g. power over the other parent
• The aggressive parent experiences  positive reinforcement e.g. they got what they wanted
• The child  internalises what they have just seen e.g. ' I want to feel like that'
• Vicarious reinforcement has  taken place e.g. the child has observed the reward gained by the aggressive parent and thus is motivated to behave similarly to gain such a reward for themselves
• This aspect of SLT is what separates it from behaviourism as it involves a degree of  cognition

Mediational Processes

• Attention = noticing the behaviour, being aware of it
• Retention = remembering the behaviour and the mechanisms involved in it 
• Reproduction = imitating the behaviour, reproducing key features of it
• Motivation = the desire to repeat the behaviour, the need to be rewarded for the behaviour
• Attention and retention refer to the learning of the behaviour
• Reproduction and motivation refer to the performance/enacting of that behaviour
• Learning and performance of the behaviour are not required to occur at the same time e.g. aggression observed in one setting may not be performed until some time later
• Children from Stanford University nursery aged 3-6 years old were used as participants
• A  controlled observation was used to observe the children's behaviour
• The children had observed either a male or a female aggressive or non-aggressive model
• The aggressive-model condition involved an adult behaving aggressively towards a large, inflatable clown toy (the Bobo doll)
• The aggressive models used  predetermined standardised aggressive behaviours e.g. hitting Bobo with a toy hammer 
• Children who observed an aggressive model imitated the aggression they saw (plus adding additional 'freestyle' aggressive behaviours), particularly when they had observed a same-sex model
• Children who had not observed an aggressive model were not aggressive towards Bobo
• Gergely et al. (2002) found that even very young infants have the abiltity to observe a model's behaviour and make  inferences  about that behaviour

Evaluation of Social Learning Theory

• SLT provides a more  rounded explanation of behaviours which are learned via environmental stimuli than that offered by behaviourism
• SLT research tends to use standardised procedures within controlled lab conditions which can be replicated to check for reliability
• SLT does not account for  innate and biological factors such as the influence of genes, hormones, brain structures on behaviour which limits its scope
• Using lab-based research to investigate behaviour learned in social contexts lacks  ecological validity as it uses artificial tasks in unnatural settings

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Learning Theories In Psychology

Theories that explain how we acquire knowledge

Tim Robberts / Getty Images

Behavioral Learning Theories

Cognitive learning theories, constructivist learning theories, social learning theories, experiential learning theories, modern views of learning theories.

Learning can be a complex process. If you've ever tried to learn a new language or play an instrument, you probably know that learning outcomes can often vary. It's why you might struggle with the basics of French despite your 456-day Duolingo learning streak or stumble over reading sheet music despite regular practice.

That's why researchers, educators, and psychologists are so interested in understanding how this process works. Knowing how people learn allows us to create instructional materials that make the process easier and more effective.

How Psychologists Define Learning

While definitions may vary, learning is often thought of as a relatively permanent change in behavior due to experience. It is influenced by various biological, cultural, social, and emotional variables.

Several different theories have emerged to explain how people learn.  Some of the main theories of learning include:

• Behavioral learning theory
• Cognitive learning theory
• Constructivist learning theory
• Social learning theory
• Experiential learning theory

Keep reading to take a closer look at thise learning theories, including how each one explains the learning process.

Basic Principles of Social Learning Theory

During the early part of the twentieth century, many psychologists became increasingly interested in turning psychology into a more scientific endeavor. These psychologists, known as behaviorists , argued that psychology needed to study only things that could be measured and quantified to be more scientific.

A few different behavioral theories emerged to explain how and why people behave the way they do.

Behavioral theories are centered on the environmental influences on the learning process. Environmental influences include associations, reinforcements, and punishments.

According to behaviors, we don't need to consider the internal cognitive processes to understand how learning works. Instead, we must examine how someone interacts with the environment to see how information is acquired. Important types of learning in behavioral theory include classical conditioning (which involves learning by association) and operant conditioning (which involves learning through reinforcement and punishment).

Learning Through Association

Classical conditioning suggests that learning occurs when an association is formed between a previously neutral stimulus and a naturally occurring stimulus.

In experiments conducted by Russian physiologist Ivan Pavlov , a natural stimulus (food) was paired with the sound of a bell. The dogs would naturally salivate in response to food, but after multiple associations, the dogs would salivate to the sound of the bell alone.

In classical conditioning:

• Learning occurs by forming associations between naturally occurring stimuli and a previously neutral stimulus
• The neutral stimulus must occur immediately before the naturally occurring one
• Focuses on automatic, naturally occurring behaviors

Learning Through Reinforcement

Operant conditioning is a type of associative learning that involves strengthening or weakening a behavior by using reinforcement or punishment.

Operant conditioning was first described by the behavioral psychologist B.F. Skinner. It is sometimes also referred to as Skinnerian conditioning and instrumental conditioning . Skinner believed that classical conditioning simply could not account for all types of learning and was more interested in learning how the consequences of actions influence behaviors.

Like classical conditioning, operant conditioning relies on forming associations. In operant conditioning, however, associations are made between a behavior and the consequences of that behavior.

In operant conditioning:

• Learning occurs when behaviors are followed by either reinforcement or punishment
• The consequences must quickly follow the behavior
• Focuses on voluntary behaviors

When a behavior leads to a desirable consequence, it becomes more likely that the behavior will be repeated in the future. The behavior becomes less likely if the actions lead to a negative outcome.

The cognitive approach to learning focuses on how attention, memory, and information processing contribute to knowledge acquisition. Cognitive learning theory explores how the thinking process itself can affect learning. That means it also explores different factors influencing our thinking, such as internal and external factors.

Internal factors influencing thinking and learning include concentration, distraction, and emotions. External factors that can impact how we think include our physical surroundings and our society's value of the information itself.

One of the best-known cognitive learning theories is Piaget's theory of cognitive development . Piaget described four stages of intellectual development that occur in childhood.

These four stages explain how a child learns about the world and processes information.

• Sensorimotor stage : During this period of cognitive development, children learn about the world primarily through their senses.
• Preoperational stage : This stage is marked by the emergence of language and learning through pretend play.
• Concrete operations stage : During this period, kids begin to utilize logic but still think about the world very concretely.
• Formal operations stage : At this point, kids begin to use deductive reasoning and can understand abstract, hypothetical ideas.

The constructivist approach to learning characterizes learners as active participants in the process who play a role in constructing their knowledge. Constructivist theories of learning were influenced by the work of psychologist Lev Vygotsky .

Vygotsky's sociocultural theory stressed the importance of collaboration and social interaction in the learning process.

Two important concepts of constructivist learning theories are the more knowledgeable other and the zone of proximal development:

• More knowledgeable other : Vygotsky described the more knowledgeable other as anyone with an understanding or ability level higher than the learner. This can often be a teacher or adult, but it can also refer to peers with more knowledge about a specific concept, task, or process.
• Zone of proximal development : Vygotsky described the zone of proximal development as the range of knowledge or ability that a person can display with the help of the more knowledgeable other, but that they are not yet capable of performing independently. Gradually expanding this zone is how people can learn and improve their skills over time.

Psychologist Albert Bandura suggested that much of learning takes place through observation. Children observe the actions of those around them, particularly caregivers and siblings, and then imitate these behaviors.

In social learning:

• Learning occurs through observation
• Observations can take place at any time
• Focuses on the give-and-take interaction between social, cognitive, and environmental influences

In his well-known Bobo doll experiment , Bandura revealed just how easily children could be led to imitate even negative actions. Children who watched a video of an adult beating up a large inflatable doll were likelier to copy those actions when given a chance.

Bandura noted that learning something does not necessarily result in a behavior change. Children frequently learn new things through observation but might not engage in such behaviors until they need or are motivated to utilize the information.

This learning theory focuses on learning via hands-on experience. The theory was formally introduced by psychologist David Kolb but was influenced by the work of other theorists, including Jean Piaget and John Dewey .

According to Kolb, there are four stages in experiential learning . The first two, abstract conceptualization and concrete experience, relate to how people grasp experiences. The final two, active experimentation and reflective observation, refer to how people transform experiences.

Such theories are typically not used in isolation. Instead, modern educators and psychologists draw on information from a variety of theories to develop effective educational strategies and psychological interventions that help people acquire new skills and knowledge.

For example, while behavioral approaches are no longer as dominant as they once were, they still play an important role in educational and therapeutic settings. For example, teachers continue to use behavioral strategies such as positive reinforcement and token economies to help shape the learning process.

The goal of learning more about these learning theories is to help adapt educational and therapeutic interventions to best suit an individual's needs.

All learners are different, so drawing on various approaches, such as incorporating behavioral, constructivist, and experiential strategies can help maximize learning opportunities and improve educational outcomes.

Behavioral, cognitive, constructivist, social, and experiential learning theories are among psychology's best-known and most influential. These theories have influenced education, therapy, and parenting approaches. Learning more about these theories can give you a deeper, richer understanding of how the learning process works.

Dong H, Lio J, Sherer R, Jiang I. Some learning theories for medical educators .  Med Sci Educ . 2021;31(3):1157-1172. doi:10.1007/s40670-021-01270-6

Hugar SM, Kukreja P, Assudani HG, Gokhale N.  Evaluation of the relevance of Piaget's cognitive principles among parented and orphan children in Belagavi City, Karnataka, India: A comparative study . I nt J Clin Pediatr Dent.  2017;10(4):346-350. doi:10.5005/jp-journals-10005-1463

Eun B.  The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories .  Educational Philosophy and Theory . 2017;51(1):18-30. doi:10.1080/00131857.2017.1421941

Galanaki E, Malafantis KD. Albert Bandura's experiments on aggression modeling in children: A psychoanalytic critique .  Front Psychol . 2022;13:988877. doi:10.3389/fpsyg.2022.988877

Wijnen-Meijer M, Brandhuber T, Schneider A, Berberat PO. Implementing Kolb´s experiential learning cycle by linking real experience, case-based discussion and simulation .  J Med Educ Curric Dev . 2022;9:23821205221091511. doi:10.1177/23821205221091511

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Social learning theory

What is Social Learning theory and what are the advantages or disadvantages of applying this learning technique in your organisation?

Ivan Andreev

Demand Generation & Capture Strategist, Valamis

March 10, 2021 · updated August 1, 2024

30 minute read

In this article, you will learn about Social Learning theory and the advantages and disadvantages of applying this learning technique in your organisation. You will also read examples of ways you can integrate social learning into the workplace to encourage and improve success in your learning environment.

What is social learning?

Main idea of social learning theory, components of social learning, early forms of social learning and social pedagogy, albert bandura (1977), lev vygotsky’s social learning theory, john krumboltz (1976-1996), advantages of social learning, disadvantages of social learning, social learning methods.

Social learning is a concept automatically and instinctively applied by humans throughout their lives, which they implement from childhood in order to find their place in the world and society. Fundamental beliefs and worldviews, such as gender roles, religion, political views, and self-worth, are initially shaped through social learning. This happens by observing how those around us react to different opinions.

Social learning is learning by observing other people with the goal of adapting one’s behaviour in social contexts.

People typically don’t adopt worldviews that make the most logical sense, but we are influenced to adopt behaviour that earns the least amount of criticism in our unique environment.

It is human nature to want to be accepted by others, so we automatically observe how others behave and what the consequences are in order to adapt our behaviour.

With social learning, we use this technique to adopt the behaviours with which another person has been successful in order to achieve the desired result. While social learning is usually associated with learning specific content, it is actually a process that we naturally use subconsciously every day of our lives.

The term social here refers to the fact that one questions and adjusts one’s behaviours based on observation of other people in a social setting to achieve a desired outcome. Motivation, work ethic , and learning techniques are examples of observed behaviours you can imitate to achieve a desired result. Behaviours learned through social environments can have a circular impact and inspire others in the same social setting.

Observation

Social learning works by observing the behaviour of other people. The consequences of specific situational actions are observed, then that behaviour is mirrored depending on the outcome of the consequence.

In this way, people learn which behaviours are socially acceptable and which behaviours are usually criticised. Observational learning allows people to adapt and approach situations more confidently quickly.

Next, we assess whether the observed person’s behaviour fits our personality and whether the results and reactions of others are desirable. If we decide that we would like to be praised and recognised for something, we analyse how the observed person came to this result.

There is often not enough data to know on which factors the desired reaction depends. Therefore, it is often necessary to observe similar situations repeatedly to develop a better understanding.

After observation and assessment of a particular behaviour, imitation follows to achieve the desired consequence. Imitation can only happen within our personal limitations, e.g. physical traits, characteristics, and experiences.

In most cases, the consequences of a behaviour depend on several factors. The views of the other person, place, time, one’s character, the situation, everything can play a role in how others react to something.

Therefore, it usually takes repeated positive feedback for a behaviour to become a habit, but it only takes a little criticism to avoid it in the future.

Identification

A large part of social learning is based on the idea that people want to identify with others and their achievements, or earn the appreciation of those role models. As it is understood in social learning, identification is comparable to the Freudian notion of the Oedipus complex. A part of this concept is about internalising or adopting the behaviours of other people.

While the term imitation refers to only a single aspect, identification is about several learned behaviours coming together. Imitations, such as language use, attitude, habits, or views, help people achieve feeling similar to role models.

It is important to emphasise that while social learning is based on imitating another person’s behaviour, it can have completely different consequences. People are individuals, and so are the results of behaviour. Social learning should serve as a way to help you see if others’ successful behaviours work for you as well. However, it should not become a direct comparison of results. It is about trying new techniques, habits, and behaviours for yourself, but you should not expect to get the exact same results as your role model. Social learning is not about becoming a different person or modifying your personality to be more like someone else. It is about improving your skills and thus becoming better than you were yesterday.

Social learning theories

There are various approaches to social learning that have been formulated and tested as hypotheses by several scientists and experts over time. However, the actual term was coined by Canadian-American psychologist Albert Bandura . Social learning is based on Social Pedagogy, which also focuses heavily on children’s education. The first mention of a children’s character influenced by society’s social environment was by 18th century Genevan philosopher, writer, and composer, Jean-Jacques Rousseau , who claimed that human beings are fundamentally good but are unnaturally altered by society.

Building on this, Social Pedagogy emerged in the 19th and 20th centuries in Germany through the known educationalists and philosophers Karl Mager , Paul Natorp , and Herman Nohl . They took ideas from great philosophers such as Rousseau, Immanuel Kant, and Plato and studied and defined the influence of the social environment and society on human beings and their development. Social pedagogy is the idea that the upbringing of individuals is the responsibility of both parents and society. It is a relationship-centred approach of using learning, interpersonal connection, and well-being to overcome social inequality, also on a community level.

American psychologist Robert Richardson Sears investigated how children acquire values, views, and beliefs, and the influence parents have in this process. Among other things, he focused on stimulus-response theory – how people react to certain external stimuli. Reactions Sears investigated included aggression, resistance to temptation, and culturally determined values such as traditionally accepted gender roles. The influence of parenting methods, such as reward, warmth, punishment, and power structures, were also considered. This research provided an important foundation for work on social learning theory.

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Bandura’s theory emphasises observing, modelling, and imitating other people’s behaviour, attitudes, and emotional reactions. It is about the influence of both environmental and cognitive factors on learning success as well as the overall behaviour of a person.

His theory is based on two concepts of behavioural psychology:

• The American psychologist B.F. Skinner ‘s operant conditioning describes that the consequences of a response or reaction influence the probability of repetition. Put simply; this refers to reward and punishment as controlling human behaviour. This teaching method is commonly found in everything from raising children to training an AI.
• The Russian psychologist Ivan Pavlov ‘s classical conditioning deals with linking two stimuli to create an association in the learner’s mind that can even have a physical effect. The most famous example is Pavlov’s dogs. In the 1890s, several dogs were given food whenever a bell rang. Later it could be measured that the sound of the bell already provided for increased saliva production since the dogs associated it with eating. The same principle can be applied to humans and can assist in learning.

Based on these two concepts, Bandura put forward two hypotheses:

1. The mediation process occurs between stimuli and response

In contrast to Skinner, Bandura considers humans to be active information processors who think about the relationship between their behaviour and its consequences.

A person does not constantly observe their environment and learn. It requires an upstream thought process that activates learning through observation. We do not actively observe others in order to learn until we have concluded that our previous behaviour needs to be changed in a particular context. This process of considering whether or not we imitate a behaviour is what Bandura calls the mediation process.

According to Bandura, there are 4 processes that influence learning:

• Awareness For us to imitate behaviour, we must first notice it. It must therefore be something that stands out from the mass of our surroundings. Only then do we decide to observe the consequences of this behaviour more closely.
• Retention We can imitate a behaviour only if we remember it. It is necessary to observe a behaviour often and possibly apply it ourselves in order to form a clear memory. This point is particularly important in social learning.
• Reproduction To imitate a behaviour, we must also be able to perform it. We cannot always physically or mentally imitate every behaviour, even if we would like to. Our knowledge of our limitations influences whether or not we try to imitate something.
• Motivation The expected reward of imitation must be appealing enough and exceed the cost. The more positive and desirable a consequence, the more likely someone will adopt a new behaviour. It should be noted that not all people respond strongly to vicarious reinforcement. Some individuals do not focus on the consequences of other people’s behaviour as much and instead focus on themselves. Such people are less receptive to social learning.

2. Behaviour is learned through the environment and is based on learning by observing

Learning through observation is a fundamental component of the human mind. Young children use this technique to imitate and understand the behaviour of other people, especially their parents. Later in life, children, adolescents and even adults continue to use other people as role models to influence their actions and behaviours. This includes parents, teachers, influencers, or even friends. We observe their behaviour and classify it into learned categories. For example, authority, dominance, and strength are classically masculine attributes, while empathy, gentleness, and subtlety tend to be classified as feminine, even though these are all gender-independent. Nevertheless, children automatically imitate the behaviour that society or their environment considers appropriate for their gender.

Initially, children imitate people who are more similar to them, i.e. initially of the same sex. The reactions of other people are then decisive in determining whether this behaviour is retained or relearned. Humans are always looking for recognition, so they choose their behaviour whenever possible to be praised for it. We also observe the reactions that are triggered by behaviour. The more we want to identify with the other person, the more likely we will imitate their behaviour. In technical jargon, this is called vicarious reinforcement.

However, reward and punishment only work if the type of recognition meets the person’s needs. Otherwise, it does not affect his or her behaviour. In the context of a workplace environment, offering someone the prospect of a promotion will not result in a behaviour change if the person is satisfied in his or her current role.

In 1986, this social learning theory was further developed into the Social Cognitive Theory. It states that learning occurs within a social framework. This social framework involves the constant change of individuals, shared interactions within an individual’s environment, and observing others’ behaviours.

Soviet psychologist Lev Vygotsky formulated his own theory about social learning. His focus was about how conversation and community are integral parts of learning. He thought that without the input of other human beings, we would not develop. This also includes the importance of the spoken word for learning and thought processes.

Vygotsky’s theories are more known in the field of collaborative learning .

Krumboltz is a known American psychology professor at Stanford University. He is not directly involved in the scientific hypothesis of social learning, but his name is often mentioned concerning professional social learning. He became best known for his work on social learning theory in relation to career development, on which he worked for two decades with other experts. Two hypotheses emerged, one of which is related to social learning.

The social learning theory of career decision making (SLTCDM)

This concept describes the basis on which we make career decisions. According to Krumboltz, there are four factors that we incorporate into decision-making processes. These factors influence each other in thousands of ways in unpredictable ways, shaping our beliefs and how we view the world and ourselves. These four factors are:

• Generalised self-observation Conscious and unconscious consideration of our abilities, strengths, weaknesses, achievements and views, and the resulting conclusions about ourselves. Or to paraphrase: We define ourselves by what we can do and have accomplished. The results of these observations influence our future thoughts and actions – including career decisions.
• Generalised world view Conscious and unconscious observation of the environment and resulting assessment of how it will behave in the future. In other words, we form our view of the world and make assumptions about how the world and our environment are likely to develop.
• Task approach skills The way we approach a task. An interplay of genetic factors, environmental influences, and learning experiences that we understand and incorporate into decision-making processes as our cognitive and behavioural abilities. When we have a task, we use our self-assessment and experiences to define the right approach.
• Actions Learning experiences ultimately lead to career decisions. The more we learn about ourselves and the world over time, the more it affects our decisions, including our careers.

This theory supports and promotes social learning as an important factor in forming one’s own decisions since observing other people makes up a large part of our daily experiences. The point is that people should not commit to a career path, but act, perform, and learn. Based on the resulting experiences, our paths can be adapted and changed. The world, our work, and we, as individuals, are subject to constant change through learning and experience. Our path through work and life must also be able to change flexibly to address this.

Pros and cons of social learning theory

• Natural way to learn The most significant advantage of social learning is that everyone uses it naturally every day, consciously and unconsciously. You don’t have to plan it separately or set aside time for it because it happens automatically over time. In the working world, this means that we observe our colleagues and notice what they do and how they do it. When a colleague is particularly praised for performance or receives a bonus, other employees analyse all by themselves what action led to it in order to work towards the same result.
• Better skills These tendencies are great for leverage in organisations. By encouraging sharing thoughts, ideas, experiences, and best practices, you strengthen your employees’ productivity and skills.
• Higher learning retention It is scientifically proven that we only remember 10% from formal learning sources, while the remaining 90% comes from informal sources and social learning. By learning something directly from a person, we are able to remember it better because we remember things like voice pitch, images, memories, or even a joke during learning that we associate with learning content.
• Lower costs Bringing employees together to share subject matter expertise costs less than a seminar or learning content on the same topic.
• Productivity and sustainability When employees know who to ask about a topic, the information spreads, and, over time, a mentoring network is created within the company. This encourages sharing and reduces the need to learn from other sources.
• Employee retention Many employees want to continue their education, and they want to share ideas with colleagues. Social learning enables them to do both, creating stronger bonds with each other at the same time. That, and the awareness that the company allows or even encourages this type of exchange, increases loyalty.
• Better informed The more frequently employees exchange ideas with their colleagues on a wide range of topics, the more often they look beyond their horizons. This broadens their perspective and gives them impressions that help prevent mistakes and increase efficiency.
• Collaboration Learning is not the only thing that is collaborative in this case. Other factors are naturally included as well. Employees help each other more often, seek advice and help, collaborate better, and learn along the way. The best time to learn is when you need the knowledge.
• Capture organisational knowledge By sharing knowledge within the organisation, there is a greater chance of certain pieces of information being saved even after crucial employees leave the organisation.
• Problem solving in real time Many employees are looking for learning opportunities in a moment of actual need. The urge to solve a problem they cannot solve on their own requires collaboration. Usually, the first thing humans will do in this situation is asking others for their ideas. This is much faster than searching for answers online.
• Inclusion of passive employees There are lots of people that are quiet or even afraid to ask questions. Social learning in a context of learning groups or any other group larger than 2 people makes it easier for introverts to learn by listening to other people discussing their questions.
• Shorter onboarding times Having colleagues showing you around, answering questions, and providing us with useful tips helps us to get used to a new job and environment much faster than an online course on company culture or responsibilities.

Social learning also brings professional and psychological risks, which should be mentioned.

• Inner conflicts Since social learning is based on the idea of adapting what is perceived as successful and positive behaviour in others, you are learning to behave more like someone else. If you use this tactic too often and too intensely, it can result in inner conflict if the new behaviours are contrary to your own views. In the long run, this leads to active internal resistance and prevents any learning process.
• Less authenticity Contrary to what behavioural scientists have feared, social learning does not necessarily affect a person’s personality. In most cases, it would take long-term, repeated imitation to adopt a new behaviour as one’s own or lose one’s connection to one’s personality. Moreover, people often notice it themselves when something doesn’t feel authentic.
• Loss of innovation Personal thought processes, opinions and views are often neglected, favouring behaviour that promises the greatest success. However, since new and unconventional ideas tend to bring progress and innovation, this learning technique should not be used too much.
• Unexpected obstacles Very few people know their limits, strengths and weaknesses really well. It is often not possible to imitate the behaviour of another because unknown obstacles can arise. This can result in frustration, which leads to resignation.
• Consequences for self-esteem Most people cannot tell the difference between observation or imitation and a comparison to themselves. If we compare ourselves with others, we usually compare visible indicators like performance and results. This leads to frustration and disappointment in most cases. We typically compare ourselves to people who can do something better than us in order to learn from them. As a result, such a comparison will always be to our disadvantage. For people without a solid self-esteem, such a thing can have psychological consequences in the long run. Therefore, care should be taken to distinguish social learning from personal comparison clearly and to incorporate positive reinforcement.
• Self-doubt If everyone is a teacher and a student simultaneously, there is uncertainty about quality standards, and there can be self-doubt.
• Measuring requires modern solutions There are few ways to measure social learning apart from content usage unless you use a modern learning platform.
• Negative assumptions Social media and videos are considered a waste of time and leisure time in many minds.
• Necessary intervention Group discussions need to be led because otherwise, they quickly digress and turn into random private conversations, losing focus on the topics at hand.
• Requirements Attention, retention, replicability and motivation must be present in each participant for it to work.

There are various ways in which social learning can be implemented in companies. If social learning techniques are naturally integrated into everyday life, it can be a time-saving way to learn. Social learning can also be an enormous relief for people who learn well in social settings, which offers additional benefits to companies who are looking to adopt this learning concept into their organisation.

In order to use social learning in corporate learning, various options involve varying degrees of effort.

Learning groups

The most obvious method is to form learning groups, as is often the case with face-to-face seminars. Several people are in the same room, learning about a new topic. There are different ways to learn more effectively through social interaction and observation:

• Questions from individuals improve the understanding of all participants.
• Group tasks encourage direct exchange.
• Defending a point of view enhances learning for all present.
• Instructors can use focused questioning to help learners reach an understanding of their own and make connections.

This classic application of social learning is still the basis of schooling in most educational systems for children.

Examples for learning groups

There are various ways to incorporate group learning into an organisation.

• Recurring learning group meetings during or after work for specific topics.
• Focus groups to solve defined problems.
• Online learning groups to improve skills.
• Presentations with discussions.

Brainstorming sessions

This is a special form of a learning group. One of the most effective methods to ignite one’s creativity and find innovative approaches to solutions is the so-called “spitballing”. Several people throw ideas and immature thoughts into the room and thus open a discussion. In later stages, this technique develops into more specific brainstorming, where well-founded ideas are further thought out in concrete terms and ultimately develop into strategies, processes or even products. There is no need to have a specific goal in mind at the outset, just a topic or problem.

Such sessions can be of any length and scope, with small groups of knowledgeable people being the most effective. Still, outsiders can often bring fresh ideas that others can’t see because of technical blindness. Even two colleagues at work can use this technique to reassess acute challenges and seek solutions. Occasionally, such sessions result in disputes, but if conducted in a civilised and professional manner, they can be enormously helpful in solving problems.

The point of such sessions is to think and discuss outside of otherwise pervasive structures and rules, to create space for innovation and creativity, and to learn from other employees.

Benchmarking

Human behaviour is predictable in many areas. This knowledge can be used positively to promote learning. It is human nature to want to compare oneself with others, be better than others, or simply keep up.

With the right learning technology, things like gamification and internal networking can be used to share your learning progress with others.

Benchmarking also creates an internal competition that encourages other employees to acquire new skills to have a say, see themselves ranked higher than others, or catch up with colleagues’ progress. It is important to keep the meaning and rewards of results within reasonable bounds so that motivation to learn does not turn into competition and envy, affecting morale and ultimately damages productivity.

Examples of benchmarking in social learning

Benchmarking is all about comparing things, people, performance, results.

• Learning-based leaderboards can create a healthy competition between colleagues with similar roles, in the same team, department, or subsidiary. This can even become a regular competition between countries or business areas that encourages people to improve.
• Rewards are a common way to commemorate the results of a person or team. Usually, this kind of appraisal is granted based on comparing performance or certain results, which causes other employees to benchmark the winners.
• By sharing best practices or success stories of won customers, awards, or successful projects, employees are motivated and can use the information to learn what was done right, and what needs to be improved.
• Badges are a rising trend in organisations to utilise gamification for enabling internal benchmarking by comparing them with colleagues. This way, people challenge each other and themselves to get more badges.

Leading by example

Leading by example is a unique form of internal benchmarking. It is not a novelty that superiors always have a specific role model function in addition to the distribution of work and leadership tasks. Many employees hope to move up to this or a comparable position themselves one day, so they automatically pay attention to how their supervisor behaves. At this point, social learning takes place quite naturally. The more positive, likeable and popular a superior is, the more likely their employees are to try to analyse and, if possible, imitate their behaviour.

When managers and people in senior positions do something, it is usually observed. Therefore, to motivate colleagues to learn, supervisors should use the available learning opportunities themselves and communicate this openly. Successful people, especially those in a person’s immediate environment, are always copied. To put this idea into practice, if a manager learns for half an hour every day, the employees will also learn more to adapt and strive for success.

Social Media

People often associate social media with social learning. However, social media is not a form of social learning but a tool for facilitation. Because of the ubiquitous presence of technology and the internet, social media and video platforms give us the opportunity to share our experiences and knowledge with the whole world in the form of videos or texts. People from anywhere can learn from our experiences at any time. This concept has become so powerful that younger generations prefer it to the tried and true direct interaction with other people. However, many things are lost in the process, such as interpreting tone of voice, facial expressions or subtle cues.

Even in companies, intranets and chats can stimulate exchanges between colleagues who are otherwise physically distant and unlikely to ever meet in person. This supports and accelerates social learning, as long as it does not become the sole source of learning. Care should be taken to always view social media as a tool, not a universal solution.

Platforms such as YouTube, Facebook or Twitter do not just provide content for diversion. Specialist groups, explanatory videos or forums for solving complex problems enable social learning even beyond the boundaries of the company or entire countries. As long as sensitive information is not shared, this can be incredibly helpful. In addition, sharing one’s own experiences on social media and forums has a practical side effect; it strengthens the company’s reputation as a subject matter expert and also offers new marketing options because it increases reach.

Example: Integration of Social Media

Social media gives us a myriad of ways to interact with other people around the globe on a professional level. Every company and person has to find the most useful options for themselves.

• Internal sharing platforms like intranets can help improve employee loyalty by creating a stronger sense of community and accelerating the exchange of information.
• A perfect example of social learning is participation in forums. Forums can be about every possible topic or area. There are forums hosted by companies, organisations or open forums that allow discussing just about anything. Great examples for general discussions are famous forums like Stackoverflow and Reddit .
• Quite similar is the joining of societies. Many groups are discussing rather specialised topics on a high level, e.g. technology or scientific topics. This can happen online or offline. Societies require registration and usually some proof that a member has a certain level of expertise to participate in the talks. For company experts, such groups can be quite a valuable learning experience.
• For less specialised but still goal-oriented discussions, there are social groups. Such groups usually also require registration but with fewer expectations. Talks are more general, but they can also be helpful for learning about other perspectives.
• Many employees consume videos or other internet content to learn the things they need for completing a task. If those contents are shared or found via social media (internal or external), we call it social learning

Sharing internet resources

Sharing information doesn’t always have to involve social media. Many people spend a lot of time searching the internet for educational opportunities and informative content. There is now more learning content out there than anyone could count, let alone consume. Finding valuable information in this mass of data is not always easy.

So it pays to encourage sharing of such sources within your organisation. Regardless of the form of sharing, motivating employees to consume blogs, technical articles, videos or podcasts on relevant topics and share the best of them with their colleagues can be a great way to share knowledge and encourage skill improvements. An internal library of external knowledge sources can be just as valuable as a collection of eLearning content. If you can measurably incorporate these external sources into your learning platform, it’s even better. This way, you can additionally see which sources are most popular and draw conclusions about your learning content.

Social interactions with others have been an integral part of our being since the Stone Age. It is a constant need to communicate and exchange with others to feel accepted and comfortable and learn. Even completely mundane conversations can contain added values that help us move forward in life. The more companies encourage employees to interact with each other, the happier they will be, and the more often they will learn something from those interactions. When people work physically close together, they automatically talk about it when there are problems. Employees help each other find solutions, improve their work or make processes more efficient. The more opportunities there are for the contact between team members, the better the exchange works in a professional environment.

Examples of social learning through exchange

General exchange doesn’t have a fixed learning goal. Simple conversations between colleagues can benefit learning and increase social skills. Any kind of social activity within an organisation can serve as a starting point for this.

• Coffee breaks bring co-workers together to talk about current tasks, colleagues, managers, the company, or just about life. This improves networking and sympathy, which are both essential for social learning.
• Events like anniversaries, department parties, after-work get-togethers, barbecues, or other opportunities that allow employees to mingle and meet co-workers from other departments or even different locations usually have a significant impact on social learning. Imitation starts with awareness, so the more successful people we meet, the more motivated we become to improve.
• Informal chats between colleagues are traditionally viewed as wasted time or dodging work. Often, co-workers talk about work-related topics to share their views or just release frustration about specific tasks. Instead of telling them to get back to work, leaders can join the chat and steer the conversation in a useful direction.

Social learning through knowledge management

In addition to classic group projects with regular meetings, there are many more ways to collaborate in teams without leaving the workplace in today’s digital age. There are numerous software solutions such as Google for Business, Microsoft 360 or Dropbox that enable teams and workgroups to collaborate on the same documents at the same time, and contribute their knowledge and expertise. This saves time because everyone can work on it simultaneously, and it allows colleagues to work together effectively even if they are working in separate countries.

Using the communication tools included in digital solutions, such as Hangouts, Teams or Slack, spontaneous video chats and meetings on current topics and challenges can be implemented immediately and spontaneously, even if it only takes a few minutes. This type of networking strengthens the sense of community and reduces the inhibition threshold to approach previously unknown colleagues for information exchange.

Examples of knowledge management for social learning purposes

Although Knowledge Management is mainly supposed to make use of internal information as effectively as possible, there are social learning benefits included.

• By utilising comments, suggestions, or even simultaneous editing, social learning can take place by receiving input from others. This can even happen over the course of days or weeks by checking the latest comments from yesterday and responding to them, so the colleague from another time zone can read it the next day.
• Communication tools like Slack or Teams allow employees to easily find subject matter experts and ask questions in the flow of work. Quick communication improves networking between departments and employees, and it also accelerates knowledge sharing even in small bits, similar to microlearning.
• Chat tools also allow for sharing documents and links with team members, turning them into a form of internal social media.
• Although internally created wikis count as knowledge management in the first place, these articles are usually written by experts in the organisation. Unlike external wikis, employees can contact internal authors for more details or specific questions and even add experiences to the article later. This is also a form of social learning.

Interactive learning platforms

Many organisations already have systems and platforms that manage content and report back usage data when it comes to learning. This makes sense for a controlled learning environment, but it usually excludes the interpersonal part. Modern learning platforms or learning ecosystems, like Valamis, enable collaborative content such as digital group work and collaborative learning paths and courses with fixed participants and known colleagues. These platforms allow employees to work together on learning tasks, exchange ideas, and enhance the learning environment.

In addition, platforms such as Valamis enable a social learning network. Employees can recommend content to each other, track their colleagues’ progress, exchange specific information, and even compete against each other in leaderboards. This makes it much easier to follow a colleague’s steps toward a promotion, bonus, or skill. Instead of envy, you give employees a clear path by which they can also achieve their goals. Platforms like Valamis are continually improving to be a one-stop-shop for all possible kinds of social learning in a digital solution.

Combine features like personalisation, analytics, or skills matrices with sharing or integrating external learning sources, using digital collaboration tools for group tasks, incorporating content from other social media, and enabling video or chat sessions for brainstorming. You can have powerful solutions that combine many proven and modern social learning approaches to improve your organisation’s chances for success.

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