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One :~S always curii)'J.s i...~S t) why an individual resp':>nd~ in
a ~t'rtain W2.Y to the va::iouf: sti:n;lli pr0vl ded by t"'.e e:'!viro~:ment
or why an
various
in~5vl~ual re~ponds s]~llarly Q~
simu~i.
que~tions
Obvlo~sly th~
and oth~rs.
differently to
re2po~se
80nsequence o! the
One such theory iF Rotter's social
learnins t~eory whic~ i3 ~ased on le~rni!1G reinforcement
pattern~.
so(' tal le±rnlng theory
J0SS0r,
':1~j s
been summari zed
Graves, Her:son, and Jesser (1962) as follows:
The i\mda.rnental concepts in Rotter's social
learr;i~'lf'; theory are th,,~ follONlng; (1) expectati'n(E),
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(2) reinforcement '18.1, ;"le (::tv) t wh].ch re fers to ~,>(~
dE'E;:cee uf' j::"'pferN',ce for t he eve!·ts CT ~'t:1 nf'ocf=me:1ts
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~rt0ction Theory and
DIscri.~li.n~~""t.ioD. U"lp".J(~'11sr!c(1.
J.K. and rlehla, 2.J.
Adarn~,
f'
P::-JTct-!oSOt.'.i~"11
Pro~]pm8
1J~1':.V(·;!,"lf~it:/
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::.V. :en] P1cf:h,.• Z.J. :;o~i3.1 L('at'~lin['; ',:'heory, Dc.tee ti o:! 1~l·~(:o! . ;)r, ~1.~C tnf 'SxPpc t;.1. t1 O~) Con.c ept. t7;)p1J.1':1 i~:-:hec:.
Uni 'rIC' t'foi tj' () f s~'\ n \'e r.
A(l[,~mf',
'::'heory anc
Soc ie ty,
R:)ttPl~t
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t.T ('I :r r::; ~~::::]: P r~ e r~ t i
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t tel', Jill i
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Sli;l.lcal Fsve:101::}!"T~/."2'''·lgl~~\\roo;~·1
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r-~PVI
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Psychologicel Review.,
A:'~ l\~p};·l.i(~a tl·!!~
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You' d bt, pl'etty unhappy wi t" rO'4rsel f.
I:istl tutionaJ.
You' t~f get arrested or
t~~.c1:cd
ell
t
Cut~o:nc:s
of school.
Physical Outcomes
You' d
S!~OW
You'd
ge~
physically
~Jr~
pretty
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for it.
T!~3L3
2.
~?~JE
3TUDE~TS
;,elf Scale
Lit
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Institutional SCijle
dt
1ea:3 t Aggre ssi '!(~
Mes t
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721
.216
.270
Ag~;ressi ve
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Scale
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it
Least Aggress1ve
.277
Xi is
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f!ample
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;rrlja!"l
of tr.e r'(;spo:)ces to
in:stiE~ated
SSi
is the samplu mean of the responses to uninstigated
agD~e3S.l0!1.