Albert Bandura's social learning theory posits that people can learn behaviours not only through their own direct experiences but also by observing the actions of others. This process, known as observational learning or modeling, emphasizes the role of imitation in the development of behaviour. Bandura argued that much of human learning occurs by watching the actions of others, and then mimicking those actions, especially when those behaviours are seen to lead to desirable outcomes. This observation of others can shape an individual’s understanding of what is appropriate or effective in certain situations.
Numerous studies within both social and developmental psychology have tested and extended Bandura's ideas, particularly in the areas of prosocial and aggressive behaviour. For example, research has shown that individuals are more likely to engage in prosocial behaviours, such as helping others or donating to charity, if they observe others doing so. A well-known example is the act of giving blood; when individuals see others engage in this behaviour, they are more likely to do so themselves, demonstrating the power of observational learning in encouraging positive actions.
On the flip side, Bandura's work also explored how exposure to aggressive behaviour, such as witnessing violence on television or playing violent video games, can lead to increased aggression in observers. This is particularly important in understanding the potential negative effects of media consumption, where children or even adults who see violent behaviours being rewarded may be more likely to replicate these actions in real life. Bandura’s studies, particularly his famous "Bobo doll" experiment, highlighted how children not only imitate the behaviours they see but also reproduce aggressive acts when those actions appear to be reinforced.
These findings underscore the significant role of observational learning in shaping both positive and negative behaviours, demonstrating how our behaviour can be influenced by what we observe in our social environment. Thus, Bandura’s work provides a comprehensive understanding of how people learn not just from their own experiences but from the behaviours they witness in others, shaping a wide range of actions, from helping behaviours to aggression.
In Practice:
An application of Albert Bandura's social learning theory can be seen in anti-bullying programs in schools. These programs often focus on changing students' behaviours by using observational learning. By providing students with examples of positive, prosocial behaviours—such as standing up for someone being bullied or showing empathy towards others—students can learn how to act in these situations by observing peers or role models who demonstrate these behaviours.
For instance, schools might use video campaigns that showcase how to intervene in bullying situations or involve students in role-playing exercises where they act out positive behaviours. Research has shown that when students see their peers or respected adults (teachers, counselors) acting in a kind, supportive way toward others, they are more likely to imitate these actions, understanding that standing up for others can lead to positive social outcomes.
In this case, the principle of observational learning helps reinforce the idea that bullying is not acceptable and that helping others is a socially rewarded behaviour. It uses Bandura's concept of modelings to encourage positive actions and reduce negative ones. By providing a clear model for behaviour and ensuring that positive actions are recognied, schools can create environments where students are more likely to adopt prosocial behaviours, reducing incidents of bullying and promoting a culture of empathy and support.
Can you think of some times where you've been unsure what to do so have just followed someone else?
Key References
Bandura, A. (1963). Social Learning and Personality Development. New York: Holt, Rinehart, and Winston.
This foundational text by Bandura outlines the key principles of social learning theory, including observational learning, modelling, and the influence of reinforcement on behaviour. It provides the theoretical basis for understanding how individuals learn behaviours through observing others.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and what do we need to know? School Psychology Review, 32(3), 298-320.
This paper reviews research on bullying in schools and highlights how social learning principles, including the modelling of prosocial behaviour, can be applied to anti-bullying interventions. It explores the role of observational learning in shaping students' responses to bullying.
O’Connell, P., & McGinnity, F. (2007). The role of social learning theory in bullying prevention programs.Aggression and Violent Behavior, 12(6), 738-745.
This article discusses how social learning theory informs bullying prevention strategies and explores how modelling positive behaviours can reduce incidents of bullying. It provides an overview of various intervention strategies that use observational learning to promote prosocial behaviour.
