case study of social learning theory

15 Social Learning Theory Examples

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Learn about our Editorial Process

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

The social learning theory is a theory in social psychology that was developed by psychologist Albert Bandura (1977) at a time when classical conditioning and operant conditioning were the most prominent perspectives on human behavior.

Bandura thought that these theories were valuable, but failed to take into account the role of cognitive processes and social factors .

According to social learning theory there are four primary factors in learning (Sherry & Berge, 2012):

• Attention – First, in order for learning to occur, a person must be paying attention . If they are distracted or unable to input the information from the environment, then learning will not occur.
• Retention – Then, the information must be retained and stored in memory (i.e., retention ).
• Reproduction – Next, being able to perform an observed behavior is not always possible. Each person has limitations and may need practice in order to reproduce the actions they have observed.
• Motivation – Finally, a person must be motivated to perform the observed behavior. Motivation can come from wanting a reward or to avoid punishment.

The characteristics of the person being observed are also important. Models that are experts, important to the observer, or rewarded for their actions are much more likely to be imitated.

Social Learning Theory postulates that people can learn by observing others. For example, we learn table manners by observing our parents at the dinner table.

Social Learning Theory Examples

1. the bobo doll study.

By far the most famous example of Bandura’s social learning theory was his research involving a Bobo doll.

Bandura had different children watch a video of an adult playing with a Bobo doll. In one version of the video, the adult struck the doll with a mallet and kicked it several times. In another version, the adult carried the doll around the room and played gently.

Afterwards, each child was taken to another room that happened to have a Bobo doll. The results showed that children that observed the adult be aggressive towards the doll, were also aggressive.

They imitated the adult’s social behavior . However, the children that watched the video of the adult playing gently with the doll, imitated their behavior.

This type of study demonstrates that children learn by observing. The study also helped start a very intense debate in society about television violence.

In later decades, social learning theory merged with cognitive approaches to develop the social cognitive theory .

2. Social Media Trends

A more modern example of social learning theory happens on social media all over the world.

First, one person does some kind of interesting trick and posts a video of themselves doing it. For example, maybe someone unscrews the cap on a water bottle by doing a round-house kick to spin the cap and make it fall off.

It’s not an easy thing to do. You have to swing your foot precisely, grazing the cap enough to make it spin, but not so hard as to knock the bottle over.

After the video goes all over the internet, there will be tons of other people, even celebrities, doing the same trick and posting a video proving that they can do it too; a perfect example of learning, and reproducing behavior, by observing.  

3. The New Employee

Whenever someone is new on the job, there are a lot of things to learn. In addition to learning the basics of performing one’s job, there are also unwritten rules to follow, which are learned through observation.

For example, how often do people chat with each other, does everyone leave exactly at 5:00 o’clock, is it common for people to bring their own coffee or does everyone use what is supplied by the company.

Unfortunately, there is usually no handbook for the new guy to read so that they can quickly fit in. So, new employees need to be observant; watch what others do and take a lot of mental notes.

No one wants to go against the grain of the office culture, so observing colleagues is a great way to learn. It’s also a great example of Bandura’s social learning theory.

4. Perfect Form at the Gym

Not everyone at the gym knows what they’re doing. Believe it or not, there is a right way and a wrong way to lift weights. To learn the right way, we need to observe!

If your feet are not positioned properly, or your back not straight and firm enough, somebody could get hurt. That person could be you or the person whose toes you just dropped a dumbbell on.

So, one good way to learn the right form is to watch a trainer who is working with one of their clients. By watching how the trainer is positioning their client’s feet and other body parts, a person can learn proper technique.

Although this kind of learning is cheating the trainer out of their fee, it is something that a lot of people do to learn proper form.

5. Cooking Shows

The number of cooking shows on television is staggering. There must be hundreds. You can learn how to cook just about any meal from any culture just by watching the right episode.

The chef will take viewers through the entire process of preparing a great dish. They demonstrate the proper way to chop and slice, or how thick or thin one should cut. The chef always shows how much of this or that kind of seasoning go in the pan and when.

Viewers at home can literally follow along in their own kitchen if they want. All they have to do is turn on the tele and imitate the steps demonstrated by the chef. When all is done, you will have a meal that tastes just as fantastic as if it were prepared by Gordon Ramsay himself.

6. Playdough in the Classroom

Every kindergarten teacher knows how much children love to play with playdough. But of course, most kids this age really don’t know how to make anything other than a lumpy wad. So, it’s up to the teacher to show the class how to make something. It’s up to the kids to pay attention.

The teacher will demonstrate how much dough to start with and how to make the basic shape. Then they will show how to use one of the tools to add some features. Eventually the teacher will have demonstrated the entire process step-by-step.

Of course, most children will need a little help, but some will be able to imitate the teacher’s actions surprisingly well.  

7. Computer Class in the Lab

Learning by observing plays a key role in many computer classes. A typical computer lab will include the teacher’s computer screen being projected to the front of the classroom.

The teacher will demonstrate how to perform various functions and the students will follow along at their individual stations.

It is a much better way of learning than a relying on a verbal mode of instruction or reading about the steps in a thick textbook. Learning how to do something by observing another person demonstrating the actions is incredibly efficient.

It is also a purely cognitive process, and for this reason, it offers an explanation of learning that operant and classical conditioning cannot .  

8. Chimpanzee Tool Use

Social learning theory is not just limited to explaining human behavior . As it turns out, lots of other animal species learn through observation as well. For example, chimp mothers show their offspring how to use a variety of tools.

They demonstrate a technique of harvesting termites by using a twig like a fishing pole. First, they insert the twig down the tunnel of a termite hill. When they pull the twig out, it is covered in termites, which the chimps then consume. 

Chimps also use rocks to crack open nuts. It’s not as easy as it sounds. Scientists have noted that the younger chimps will observe their mother for quite some time before mastering the technique themselves.   

9. Cultural Habits and Customs

There are some aspects of human behavior which are clearly examples of our biology, such as eating and sleeping. We all do it in pretty much the same way no matter where we were born. However, we are also products of our culture.

There are many examples of human behavior which vary greatly from culture to culture. Take for example, the way people greet others, the variations in gender roles , or differences in musical preferences.

Although many of these behaviors are becoming quite similar due to globalization, the differences can still be very pronounced.

This is because of cultural factors that people are exposed to as they are raised in a particular country. As we grow, we observe the nuances of the culture in which we live. As time progresses, we begin to internalize those cultural practices and then display them ourselves.

Imitating cultural habits and customs is process of learning by observing.

10. Language Acquisition

When children begin to learn how to speak, they do so through observational learning .

Long before going to school and learning grammar rules about dangling participles, children have built a vocabulary of thousands of words and are already speaking in grammatically correct sentences.

This is all accomplished by observing those around them. When the adults or older siblings speak, the young child is processing the sounds cognitively and imitating what they hear. More than likely, their pronunciation or sentence structure will be corrected by a parent, and their language skills will improve.

Language acquisition meets all of the conditions of social learning theory.

11. Workplace Learning

Workplace learning is very different from learning in a classroom. In the workplace, we do a lot more learning through social interaction and observation.

Scholars like Lave and Wegner argue that this approach is beneficial for learners because they learn within a context. They don’t just learn academic jargon; they actually know why they’re doing things and how to do them in real life .

For example, an electrician can spend all day studying electrical circuits on a piece of paper, but he (or she!) only really gets a good idea of how to run wires through a wall, and the dexterity to tie wires together, when he gets in there and learns as an apprentice from an experienced electrician who has developed tricks and tips over decades of practice.

12. YouTube Tutorial Videos

You can learn how to do just about anything on YouTube. Want to know how to prepare a leaky faucet or refinish hardwood floors? YouTube is the place to look. Want to pick up some useful tips on Photoshop or video editing? Give YouTube a try.

Having trouble understanding multivariate analysis of variance and regression coefficients? There is a YouTube video for that as well.

Watching a video is a fantastic and incredibly efficient way to learn. There was a time that if you wanted to learn how to do something, you had to either go to a school or hire a professional to teach you. Not any longer.

YouTube contains millions of examples of social learning theory in action.

13. Athlete Training

Certain elite sports require a degree of finesse. Gymnastics, diving, synchronized swimming, all involve going through a carefully scripted sequence of movements. The more precise the routine, the better the performance.

To achieve this level of precision requires a lot of practice and some very special training techniques. For example, coaches will almost always video record their athletes during rehearsals or actual performances.

The coach and athlete will watch the footage and try to identify which movements were performed well and which need modifying. By observing themselves on video the athlete learns how to improve. Then, they will rehearse again and make another recording to study. It is a long and arduous process.

Although this is an example in which the model demonstrating the behavior is not another person, but the learner themselves, it’s still an example of social learning theory.

14. Learning How to Hunt

Lion cubs can’t exactly listen to their mom and dad’s lectures on how to hunt. They can, however, watch carefully.

By observing the stalking movements of their mother, young cubs can learn how to approach prey in a stealth-like silence. Inching forward bit-by-bit, staying low in the tall grass, and getting as close as possible before springing into action are all learned by observing.

Although Bandura probably did not intend for his social learning theory to apply to the animal kingdom, it clearly has explanatory value. In fact, there are probably examples of social learning theory in action in nearly all mammalian species.

15. Handling Conflict

The socio-emotional development of a child is highly dependent on the adults in their lives. Children learn almost everything from mom and dad. They watch carefully and then imitate everything they see.

Sometimes parents are amazed when a child repeats something they said while they were in the other side of the house.

Sometimes this is lighthearted, and sometimes it’s not. For example, when parents fight, children are well aware of what is happening. Even if they are in another room, they seem to have a sixth sense about what’s going on.

So, when mom and dad have disagreements that are destructive and involve yelling loudly and hurling insults, you can be absolutely sure that the children are absorbing those patterns of behavior.

They might not repeat those actions for years, maybe even not until they are adults and in relationships themselves, but those actions do have an impact.  

Bandura’s social learning theory was an attempt to include the whole human being in our theories of behavior. The dominant theories of the time, classical and operant conditioning, almost viewed people as computers that were programmed through associations and rewards.

Social learning theory says that one very fundamental way that people learn, is by simple observation. Of course, rewards and associations are also important, but a more complete understanding of human behavior must also take into account cognitive processes.

We can see examples of learning by observation every day of our lives, from how children learn to talk or make things out of playdough, to the dangers of watching role models smoke on television. Social learning theory has explanatory value for so much of our behavior.

See four more social development theories here

Bandura, A. (1977).  Social Learning Theory . Prentice Hall.

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

Pechmann, C., & Knight, S.J. (2002). An experimental investigation of the joint effects of advertising and peers on adolescents’ beliefs and intentions about cigarette consumption. Journal of Consumer Research, 29 , 5-19.

Sherry, D. L., & Berge, Z. L. (2012). Social Learning Theory. Encyclopedia of the Sciences of Learning, 3116-3118. https://doi.org/10.1007/978-1-4419-1428-6_1257

Wakefield, M., Flay, B., Nichter, M., & Giovino, G. (2003). Role of the media in influencing trajectories of youth smoking. Addiction , 98(1) , 79–103. https://doi.org/10.1046/j.1360-0443.98.s1.6.x

Zentall, T. (2011). Perspectives on observational learning in animals. Journal of Comparative Psychology , 126 (2), 114-28. https://doi.org/10.1037/a0025381

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

• High School
• You don't have any recent items yet.
• You don't have any courses yet.
• You don't have any books yet.
• You don't have any Studylists yet.
• Information

Psychology of Crime (CCJ20)

Griffith university.

Recommended for you

Students also viewed.

• CCJ20 - Lumsden (S5336172) - Assessment 2 Case Study Final
• Case Study - Joseph De Angelo
• Edmund Kemper Case Study
• Jeffery Dahmer
• Criminology Assignment 1 - case study
• CCJ20 Case Study Marking Criteria

Related documents

• Flynn joanne S2629077 Case Study Psych of crime JDahmer
• CCJ20 Psychology of Crime Case Study
• Psychology of crime case study
• Psychology OF Crime case Study
• Case Study on John Travers
• 44209 85435358 1054835772 Jeffrey Dahmer Psychoanalytc Theory Case Study

Preview text

Social learning theory in relation to the crimes of tracey bogle.

Alexandra van Hamburg Griffith University s

The social learning theory attempts to explain how behaviour is acquired through observational learning within social structures (Bandura, 1977). The aim of this essay is to provide evidence of criminal behaviour driven by social learning in relation to Tracey Bogle and his crimes. The essay examines the acquisition, instigation and regulation of Tracey Bogle’s criminal behaviour. Starting with a brief description of his crimes, the essay continues to explore the connection between Tracey’s behaviour and the social learning theory, with relevant evidence. Finally, limitations are analysed and a conclusion is provided.

Criminal Overview 47-year-old Tracey Bogle served a 16-year prison sentence for kidnapping, armed robbery, assault, car theft and sexual assault (Court of Appeals for Oregon, 2001). He committed the crime in 1993, with one of his older brothers, Robert Zane Bogle (Court of Appeals for Oregon, 2001). The pair were motivated by money, following a terminated business deal between themselves and their two victims, David Fijalka and Sandra Jackson. During the ordeal, the brothers threatened, intimidated, physically and sexually assaulted the victim’s, before stealing their car. Tracey and Robert Bogle were convicted of first degree burglary, two counts of first degree robbery, two counts of second degree assault and a single charge of first degree sodomy; all counts were increased in sentencing due to use of a firearm. They were also convicted of single counts of use of an unauthorised vehicle, felon in possession of firearm, and kidnapping by confinement (Court of Appeals for Oregon, 2001).

The Bogle family had a history of criminal behaviour, dating back to 1920 (Spitznagel, 2018). Evidence suggests that criminal behaviour was conditioned in the Bogle children from an early age by the criminal matriarch of the family, their father Rooster Bogle (Butterfield, 2018). Tracey was incarcerated consistently from the time he was 15 years old

Criminal Case in Relation to Social Learning Theory The case of the Bogle family highlights the socio-cultural impact of family values and how this dynamic may influence criminality and reinforce criminal behaviour. Evidence suggests that Tracey Bogle enacted behaviour acquired through observational learning, derived from parental models and social influences. With an extensive family history of criminal activity and encouragement to lead an outlaw life, Tracey may have learnt criminal behaviours through observation of his family and their social environment. Vicarious reinforcement through familial status or pride may have persuaded these enduring qualities.

Tracey Bogle was a product of a strong family unit; however, in this case, familial ties may prove to be detrimental. Within the acquisition of behaviour, familial models may be indicative of social learning and influence the shaping of behaviours (Beaver, 2013). Tracey’s initial behaviour appears to be conditioned through observational learning, by direct exposure of behaviours within familial modelling. Tracey’s family encouraged, taught and rewarded criminal behaviours. Tracey’s father reportedly drove past Oregon State Correctional Institution when he was a teenager and expressed that “You’ll soon be there son” (Spitznagel, 2018). This form of insight may have assisted in modelling and predisposing Tracey to this behaviour, as an outcome was presented and reinforced through the reward of familial pride. In a study by Farrington et al (2001) it was revealed that approximately 10% of all families made up more than 60% of all criminal convictions. Similar studies reveal a compelling association between parents and offspring aggression, self-control and other external behaviours and psychopathologies (Beaver, 2013). By learning through this familial model, it appears Tracey’s behaviours may have been acquired through social structures. The Bobo Doll Experiment by Albert Bandura aimed to demonstrate the effect of the parental model through observational learning in children (Bandura et al, 1961).

This study suggests that behaviour may be socially influenced and strengthened through same sex modelling, with boys showing more physical aggression, and girls more verbal aggression (Bandura et al, 1961). Indications of Tracey’s aggressive and criminal behaviour reflect learnt behaviours from his Father, Rooster. The offenders in this crime were Tracey and his brother Robert; suggesting a link between parental modelling and the learnt behaviours of his children. Studies also reveal transmission of behaviours may be generational or impacted by learning social behaviours from siblings (Beaver, 2013).

Human’s may learn socially by selecting a role model and mimicking their behaviour. Role model’s may have a greater affect when they are of same sex or if there is a reward or punishment incentive (Bandura et al., 1961). It is evident in findings relating to the Bogle family that a main drive for criminal behaviour was an attempt to gain pride from their father. (Spitznagel, 2018). When Tracey’s father learned of his children’s misdemeanours he remarked “Yeah, that’s my sons” reflecting pride and reinforcing behaviour through familial status reward (Spitznagel, 2018). Rooster Bogle demonstrated criminal behaviour to his children and encouraged imitation of this behaviour through socialisation. It appears Tracey and his siblings were motivated by this model of criminal behaviour to fulfil their role model’s expectations. Tracey’s crime was committed with his older brother, Robert Bogle, indicating another likely role model of behaviour for Tracey. A study conducted in Southern Italy intended to protect children of families where parents were being investigated for Mafia activity, by removing children from familial culture to avoid transmission of Mafia mentality (Sergi, 2018). Research suggests that while the father is the prominent ruler of the family business, it is the Mother’s role to transfer and preserve these cultural values; indicating same-sex role modelling (Sergi, 2018). Intervening in these family structured criminal groups resulted in 100% of children from Mafia families rejecting crime completely upon separation

family. This perception may affect his cognitive approach to various situations, which may trigger criminal behavioural responses to stimuli. A study by Saulnier (1981) finds strong evidence for an actor-observer bias in attribution relating to criminal behaviour. The crime committed by Tracey Bogle may indicate actor-observer bias as he demonstrates higher awareness of his own emotional state and stable causes for criminal behaviour. The crime was committed in retribution for money owed in a business deal. Tracey and his brother inflicted extreme violence, aggression and sexual assault on the victims, indicating a shift of blame towards the victims for their shortcomings, rather than attributing their behaviour to internal causes.

Additionally, Tracey Bogle showed signs of cognitive disengagement. Criminals often use these tactics to decrease their responsibility relating to their behaviours. When committing this crime, the motive of the retrieval of money shows evidence of minimising the rule and justifying the behaviour due to terms of higher principle (Bandura, 1961). Tracey minimises the action based on the requirement to fulfil his duties which he deems more important than the consequences relating to the victims. He may also minimise personal responsibility as he works within the family unit, committing the crime with his brother. It appears he followed commands; effectively minimising negative consequence. Tracey committed sexual assault on the female victim, which he continuously denied up until his release from prison in 2009 (Butterfield, 2018). This denial of behaviour ignores and minimises the consequences of his actions. The crime committed was an act of revenge for personal gain, which may indicate his belief that the victims were responsible and deserving of his inflicted criminal behaviour.

Research suggests that locus of control may predict a broad array of behaviours (Rain et al., 2004). Socialisation and development of conscience may be dependent on acquiring classically conditioned emotional responses through learning (Rain et al., 2004). Locus of control enforces associations between a behaviour and reinforcement (Rain et al., 2004). External locus of control may indicate less avoidance responses, with evidence suggesting criminals may experience inability to learn avoidance responses (Rain et al., 2004). It appears Tracey exhibits an external locus of control, as he demonstrates antisocial behaviours and an inability to make associations between behaviour and reinforcement; thus, strengthening his drive for criminal behaviour.

Limitations When applying social learning theory to the case of Tracey Bogle, it may be argued that there were other risk factors that may have influenced developmental stages; risk factors such as poverty, alcoholism and child abuse may be internal drivers for criminal behaviour. Repeated negative associations may have exceeded conscious control and led to conditioned behaviours based on situational dependence. Abuse and aggression may have triggered a conditioned response to stimuli, driving violent behaviours and criminal activity.

Evidence suggests that in addition to social learning, the family have a history of mental illness, including bipolar disorder and schizophrenia (Butterfield., 2018). During Tracey’s incarceration, he was found to show symptoms of severe mental illness, including hearing voices, delusions and paranoia (Butterfield., 2018). He was diagnosed in 1997 with paranoid schizophrenia (Butterfield., 2018). In a study by Soyka et al. 1981, schizophrenic patients were monitored upon discharge from the psychiatric hospital of the University of

References Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N: Prentice Hall.

Bandura, A., Ross, D, & Ross, S. A. (1961). Transmission of aggression through imitartion of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.

Beaver, K. M. (2013). The familial concentration and transmission of crime. Criminal Justice and Behaviour, 40, 139-155.

Butterfield, F. (2018). A new view of crime in America. Retrieved from longreads/2018/10/10/crime-families/

Butterfield F. (2002, August 21) Father steals best: Crime in an American family. The New York Times, pp. A1.

Court of Appeals for Oregon. (2001). Tracey Eskel Bogle, appellant, v. Nicholas Armenakis, superintendent, Oregon State Correctional Institution, respondent. (97C-10766; CA A102946). Oregon, U. Court of Appeals.

Farrington, D. P., Loeber, R., Kalb, L. M., Jolliffe, D., Stouthamer-Loeber, M. (2001). The concentration of offenders in families, and family criminality in the prediction of boys’ delinquency. Journal of Adolescence, 24, 579-596. 10.1006/jado.

Mednick, S. A., Gabrielli, W. F., Hutchings, Jr. B. (1984). Genetic influences on criminal convictions from an adoption cohort. Science, 224, 891-894. 10/science.

Rain, A., Roger, D. B., Venables, P. H. (2004). Loss of control and socialisation. Journal of Research in Personality, 16, 147-

Saulnier, K., Perlman, D. (1981). The actor-observer bias is alive and well in prison: a sequel to Wells. Personality and Social Psychology, 4, 559-564.

Sergi, A. (2018). Widening the antimedia net: child protection and socio-cultural transmission of mafia behaviours in calabria. Sage Journals, 18, 149-168. doi/10.1177/

Soyka, M., Morhart-Klute, V., Schoech, H. (2004). Delinquency and criminal offenses in former schizophrenic inpatients 7-12 years following discharge, Springer Nature, 254, 289-294.

Spitznagel, E. (2018). This ‘loving’ family raised four generations of criminals. Retrieved from nypost/2018/10/06/this-loving-family-raised-four-generations-of- criminals/

• Multiple Choice

Course : Psychology of Crime (CCJ20)

University : griffith university, this is a preview.

Access to all documents

Get Unlimited Downloads

Improve your grades

Get 30 days of free Premium

Share your documents to unlock

Why is this page out of focus?

A Comprehensive Guide to Social Learning Theory (+ 10 Use Cases For The Classroom!)

Ausbert Generoso

In the ever-evolving landscape of education, understanding the dynamics of how students learn is crucial. One of the most influential theories that educators can leverage to enhance learning experiences is social learning theory. This theory has profound implications for classroom dynamics, teaching strategies, and student engagement.

Whether you are a seasoned educator, a student aspiring to understand learning mechanisms better, or a professional in the field of education, grasping the fundamentals of social learning theory can significantly impact how you approach teaching and learning.

This comprehensive guide delves into the basics, core concepts, key factors, and practical applications of social learning theory, offering valuable insights and actionable strategies for educational success.

What is Social Learning Theory?

Social learning theory, developed by psychologist Albert Bandura , is a framework for understanding how individuals acquire new behaviors, skills, and attitudes through observation and imitation of others. Unlike traditional learning theories that emphasize direct reinforcement and punishment, social learning theory highlights the importance of social context and the interactions between individuals.

At its core, social learning theory posits that people can learn by watching others, a process known as observational learning. This theory integrates cognitive, behavioral, and environmental influences, suggesting that learning is a complex interplay between these factors. It recognizes that while direct experiences are essential, much of what we learn comes from observing the actions and outcomes of others’ behaviors.

Key Components of Social Learning Theory

• Observational Learning : Learning by observing the behavior of others and the consequences of those behaviors.
• Imitation and Modeling : The process of replicating behaviors observed in others, which can include attitudes, emotional reactions, and skills.
• Attention : The learner must pay attention to the model and the behavior being demonstrated.
• Retention : The learner must be able to remember the behavior that has been observed.
• Reproduction : The learner must be capable of reproducing or imitating the observed behavior.
• Motivation : The learner must have the desire or motivation to perform the behavior.

Social learning theory also underscores the role of reinforcement and punishment, not just through direct experiences but also by observing the consequences of others’ actions. This vicarious reinforcement or punishment can significantly influence whether a behavior is adopted or discarded.

The Origins and Evolution of Social Learning Theory

Social learning theory was introduced by Albert Bandura in the 1960s. Bandura’s work was groundbreaking, as it integrated behavioral and cognitive perspectives on learning.

Key Experiment: The Bobo Doll Experiment

One of the most iconic studies illustrating social learning theory is Bandura’s Bobo doll experiment . In this study, children observed adults behaving aggressively towards a Bobo doll—a large inflatable toy that bounces back when hit. The adults kicked, punched, and verbally attacked the doll while the children watched.

When these children were later given the opportunity to play in a room with a Bobo doll, many of them imitated the aggressive behaviors they had observed. Despite not receiving any direct reinforcement or encouragement for these actions, the children replicated both the physical and verbal aggression demonstrated by the adults. This experiment vividly demonstrated that learning could occur through observation alone, highlighting the power of modeled behavior.

Progress in Social Learning Theory

Following the Bobo doll experiment, social learning theory continued to develop, incorporating a broader range of cognitive and environmental factors. Bandura recognized that learning is not merely a behavioral change but also involves cognitive processes. This shift led to a more comprehensive understanding of how individuals acquire new behaviors and information through observation.

The theory expanded to consider the importance of self-efficacy—an individual’s belief in their own ability to succeed in specific situations. Bandura’s later work emphasized how self-efficacy influences learning and behavior, suggesting that people are more likely to adopt behaviors they believe they can successfully execute.

What’s Next for Social Learning Theory

Today, social learning theory is applied across various fields, including education, psychology, sociology, and media studies. It provides a robust framework for understanding how people learn from their social environment and the influence of modeled behavior.

In education, the principles of social learning theory are used to create more interactive and engaging learning experiences. Teachers incorporate modeling, peer learning, and collaborative activities to enhance student engagement and retention.

Looking forward, the integration of technology in education offers new opportunities for applying social learning theory. Digital platforms and social media provide rich environments for observational learning, allowing students to observe and interact with diverse role models and peers globally.

Impact on Education

By recognizing the power of social interactions and environmental influences, social learning theory offers valuable insights that can enhance educational practices and foster more effective learning experiences. Understanding and leveraging these principles can help educators create more dynamic and responsive learning environments that cater to the diverse needs of students.

Social learning theory continues to evolve, integrating new research and technological advancements to better understand and facilitate human learning in an increasingly interconnected world.

Benefits of Social Learning Theory in Education

Implementing social learning theory in educational settings offers numerous benefits across various dimensions of student development. The table below summarizes these benefits:

10 Use Cases of Applying Social Learning Theory in the Classroom

1. Peer Tutoring Programs

Peer tutoring involves students teaching and assisting their classmates, which helps both the tutor and the tutee. Tutors reinforce their understanding of the subject by explaining it, while tutees benefit from peer explanations, which can be more relatable than teacher-led instruction.

How you can do it:  Organize peer tutoring sessions by pairing high-achieving students with those who need extra help. Create a structured schedule and provide training and resources for the tutors to ensure they are effective in their roles.

How it helps:  This approach enhances comprehension for both tutors and tutees. Tutors reinforce their own knowledge and develop teaching skills, while tutees receive personalized assistance and benefit from peer support, fostering a collaborative learning environment.

2. Cooperative Learning Groups

Cooperative learning groups involve students working together in small groups to complete tasks, solve problems, or conduct experiments. This method encourages interaction, discussion, and shared responsibility among students.

How you can do it:  Assign group projects or tasks that require collective problem-solving and research. Rotate group members to ensure diverse interactions and experiences. Provide clear instructions and roles to ensure each student participates actively.

How it helps:  Cooperative learning fosters communication, teamwork, and critical thinking. Students learn from each other by observing different approaches and strategies, enhancing their understanding and retention of the subject matter.

3. Classroom Role-Playing

Role-playing allows students to act out scenarios related to the lesson, helping them understand different perspectives and practice social behaviors in a controlled environment.

How you can do it:  Design role-playing activities relevant to the lesson content. Assign roles to students and provide them with a context or scenario to act out. Encourage them to reflect on the experience and discuss their observations afterward.

How it helps:  Role-playing promotes empathy, communication, and problem-solving skills. It enables students to explore and understand different viewpoints, making abstract concepts more tangible and memorable.

4. Interactive Demonstrations

Interactive demonstrations involve teachers performing live demonstrations of experiments, problem-solving methods, or practical skills, allowing students to observe and then practice the behaviors themselves.

How you can do it:  Regularly demonstrate key concepts and skills in class, using step-by-step instructions and visual aids. Encourage students to participate and ask questions during the demonstration, and provide opportunities for them to practice what they’ve observed.

How it helps:  Demonstrations provide a clear model for students to follow, making it easier for them to understand and replicate complex processes. This hands-on approach enhances engagement and retention by involving multiple senses in the learning process.

5. Use of Educational Videos

Educational videos can serve as powerful tools for modeling behaviors, techniques, and concepts that students can observe and imitate.

How you can do it:  Integrate videos into your lessons that show experts demonstrating skills or explaining concepts. Encourage students to watch these videos and discuss what they observed, asking them to identify key points and techniques.

How it helps:  Videos provide visual and auditory examples of how to perform tasks or understand concepts, catering to different learning styles. They can be paused and replayed, allowing students to review and reinforce their learning at their own pace.

6. Peer Review and Feedback Sessions

Peer review involves students reviewing each other’s work and providing constructive feedback , which promotes critical thinking and observational learning.

How you can do it:  Collective feedback using a quick poll . Or organize sessions where students exchange assignments and provide feedback on each other’s work. Provide guidelines and criteria to help them give constructive and meaningful feedback.

How it helps:  Peer review encourages students to critically evaluate work, both their own and others’. This process enhances their analytical skills and helps them learn to accept and give constructive criticism, fostering a growth mindset.

7. Collaborative Technology Platforms

Collaborative technology platforms facilitate group work and peer interaction, enhancing social learning through digital means.

How you can do it:  Use tools like Google Docs, Padlet, or educational apps that allow real-time collaboration on projects and assignments. Set clear goals and monitor progress, providing feedback and support as needed.

How it helps:  These platforms enable students to work together seamlessly, regardless of physical location. They promote collaboration, communication, and the sharing of ideas, preparing students for the digital work environment.

8. Real-Life Case Studies and Discussions

Analyzing real-life scenarios helps students apply theoretical concepts to practical situations and learn from real-world examples.

How you can do it:  Incorporate case studies relevant to your subject into lessons. Facilitate discussions where students can analyze and debate different aspects of the case, applying their knowledge to solve problems.

How it helps:  Case studies bridge the gap between theory and practice, making learning more relevant and engaging. They develop students’ analytical, problem-solving, and decision-making skills by applying concepts to real-world situations.

9. Classroom Management Techniques

Implementing classroom management strategies that model positive behaviors and social interactions can enhance social learning.

How you can do it:  Demonstrate respectful communication, active listening, and conflict resolution skills in your interactions with students. Establish clear rules and expectations, and consistently model the behaviors you expect from students.

How it helps:  Students learn by observing the teacher’s behavior and how conflicts are resolved. This modeling helps create a positive classroom environment where students feel respected and valued, promoting better social interactions and cooperation.

10. Gamified Learning Activities

Gamified learning activities involve using game-based elements to make learning more engaging and interactive, encouraging observation and imitation in a fun context.

How you can do it:  Incorporate educational games, quizzes, and simulations that require teamwork and strategy. Use leaderboards , stars , and rewards to motivate students and create a sense of competition.

How it helps:  Gamification makes learning enjoyable and motivating. It encourages students to engage with the material actively, collaborate with peers, and apply their knowledge in a game setting, reinforcing learning through practice and interaction.

Best Practices for Implementing Social Learning Theory in the Classroom

To effectively apply social learning theory in your classroom, consider these best practices:

🌟  Foster a Positive Environment : Encourage respect, cooperation, and open communication to create a supportive atmosphere.

👩‍🏫  Model Desired Behaviors : Demonstrate the behaviors and skills you want students to learn consistently.

🤝  Promote Collaboration : Design tasks that require group work and peer interaction to enhance learning through social engagement.

📝  Use Constructive Feedback : Provide timely and specific feedback to guide student learning and improvement.

💻  Integrate Technology : Use collaborative platforms and educational tools to support and enhance social learning opportunities.

🔍  Encourage Reflection : Promote reflective practices such as journals and discussions to help students analyze their learning experiences.

Food for Thought

Social learning theory offers a powerful framework for transforming educational practices, emphasizing the importance of observation, interaction, and modeling in the learning process. By integrating these principles in 21st century classrooms , educators can foster a more engaging and collaborative environment that supports both academic and personal growth for students.

The true strength of social learning lies in its ability to connect learners with real-world experiences and diverse perspectives. By cultivating an atmosphere where students learn from each other and their surroundings, we can inspire a generation of critical thinkers and proactive learners ready to thrive in an ever-changing world.

About Ausbert Generoso

Supercharge your powerpoint. start today..

800,000+ people like you use ClassPoint to boost student engagement in PowerPoint presentations.

Bandura’s Bobo Doll Experiment on Social Learning

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

During the 1960s, Albert Bandura conducted a series of experiments on observational learning , collectively known as the Bobo doll experiments. Two of the experiments are described below:

Bandura (1961) conducted a controlled experiment study to investigate if social behaviors (i.e., aggression) can be acquired by observation and imitation.

Bandura, Ross, and Ross (1961) tested 36 boys and 36 girls from the Stanford University Nursery School aged between 3 to 6 years old.

The researchers pre-tested the children for how aggressive they were by observing the children in the nursery and judged their aggressive behavior on four 5-point rating scales.

It was then possible to match the children in each group so that they had similar levels of aggression in their everyday behavior. The experiment is, therefore, an example of a matched pairs design .

To test the inter-rater reliability of the observers, 51 of the children were rated by two observers independently, and their ratings were compared. These ratings showed a very high-reliability correlation (r = 0.89), which suggested that the observers had a good agreement about the behavior of the children.

A lab experiment was used, in which the independent variable (the type of model) was manipulated in three conditions:

• Aggressive model is shown to 24 children
• Non-aggressive model is shown to 24 children
• No model is shown (control condition) – 24 children

Stage 1: Modeling

In the experimental conditions, children were individually shown into a room containing toys and played with some potato prints and pictures in a corner for 10 minutes while either:

• 24 children (12 boys and 12 girls) watched a male or female model behaving aggressively towards a toy called a “Bobo doll”. The adults attacked the Bobo doll in a distinctive manner – they used a hammer in some cases, and in others threw the doll in the air and shouted “Pow, Boom.”
• Another 24 children (12 boys and 12 girls) were exposed to a non-aggressive model who played in a quiet and subdued manner for 10 minutes (playing with a tinker toy set and ignoring the bobo-doll).
• The final 24 children (12 boys and 12 girls) were used as a control group and not exposed to any model at all.

Stage 2: Aggression Arousal

All the children (including the control group) were subjected to “mild aggression arousal.” Each child was (separately) taken to a room with relatively attractive toys.

As soon as the child started to play with the toys, the experimenter told the child that these were the experimenter’s very best toys and she had decided to reserve them for the other children.

Stage 3: Test for Delayed Imitation

• The next room contained some aggressive toys and some non-aggressive toys. The non-aggressive toys included a tea set, crayons, three bears and plastic farm animals. The aggressive toys included a mallet and peg board, dart guns, and a 3 foot Bobo doll.
• The child was in the room for 20 minutes, and their behavior was observed and rated though a one-way mirror. Observations were made at 5-second intervals, therefore, giving 240 response units for each child.
• Other behaviors that didn’t imitate that of the model were also recorded e.g., punching the Bobo doll on the nose.
• Children who observed the aggressive model made far more imitative aggressive responses than those who were in the non-aggressive or control groups.
• There was more partial and non-imitative aggression among those children who had observed aggressive behavior, although the difference for non-imitative aggression was small.
• The girls in the aggressive model condition also showed more physically aggressive responses if the model was male, but more verbally aggressive responses if the model was female. However, the exception to this general pattern was the observation of how often they punched Bobo, and in this case the effects of gender were reversed.
• Boys were more likely to imitate same-sex models than girls. The evidence for girls imitating same-sex models is not strong.
• Boys imitated more physically aggressive acts than girls. There was little difference in verbal aggression between boys and girls.

Bobo doll experiment demonstrated that children are able to learn social behavior such as aggression through the process of observation learning, through watching the behavior of another person. The findings support Bandura’s (1977) Social Learning Theory .

This study has important implications for the effects of media violence on children.

There are three main advantages of the experimental method .

• Experiments are the only means by which cause and effect can be established. Thus, it could be demonstrated that the model did have an effect on the child’s subsequent behavior because all variables other than the independent variable are controlled.
• It allows for precise control of variables. Many variables were controlled, such as the gender of the model, the time the children observed the model, the behavior of the model, and so on.
• Experiments can be replicated. Standardized procedures and instructions were used, allowing for replicability. In fact, the study has been replicated with slight changes, such as using video, and similar results were found (Bandura, 1963).

Limitations of the procedure include:

• Many psychologists are very critical of laboratory studies of imitation – in particular, because they tend to have low ecological validity. The situation involves the child and an adult model, which is a very limited social situation and there is no interaction between the child and the model at any point; certainly the child has no chance to influence the model in any way.
• Also, the model and the child are strangers. This, of course, is quite unlike “normal” modeling, which often takes place within the family.
• Cumberbatch (1990) found that children who had not played with a Bobo Doll before were five times as likely to imitate the aggressive behavior than those who were familiar with it; he claims that the novelty value of the doll makes it more likely that children will imitate the behavior.
• A further criticism of the study is that the demonstrations are measured almost immediately. With such snapshot studies, we cannot discover if such a single exposure can have long-term effects.
• It is possible to argue that the bobo doll experiment was unethical. For example, there is the problem of whether or not the children suffered any long-term consequences as a result of the study. Although it is unlikely, we can never be certain.

Vicarious Reinforcement Bobo Doll Study

An observer’s behavior can also be affected by the positive or negative consequences of a model’s behavior.

So we not only watch what people do, but we watch what happens when they do things. This is known as vicarious reinforcement. We are more likely to imitate behavior that is rewarded and refrain from behavior that is punished.

Bandura (1965) used a similar experimental set up to the one outlined above to test vicarious reinforcement. The experiment had different consequences for the model’s aggression to the three groups of children.

One group saw the model’s aggression being rewarded (being given sweets and a drink for a “championship performance,” another group saw the model being punished for the aggression (scolded), and the third group saw no specific consequences (control condition).

When allowed to enter the playroom, children in the reward and control conditions imitated more aggressive actions of the model than did the children in the punishment condition.

The children in the model punished group had learned the aggression by observational learning, but did not imitate it because they expected negative consequences.

Reinforcement gained by watching another person is known as vicarious reinforcement.

Bandura, A. (1965). Influence of models” reinforcement contingencies on the acquisition of imitative responses . Journal of personality and social psychology, 1(6) , 589.

Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models .  Journal of Abnormal and Social Psychology , 63, 575-82.

Bandura, A., Ross, D., & Ross, S. A. (1963). Imitation of film-mediated aggressive models . The Journal of Abnormal and Social Psychology , 66(1), 3.

Bandura, A. (1977). Social Learning Theory . Englewood Cliffs, NJ: Prentice Hall.

Further Information

• Bandura’s Social Learning Theory
• Bobo Doll Study Summary
• BBC Radio 4 Programme: The Bobo Doll
• Bobo Doll Summary PowerPoint