The Contribution of Social Cognitive Theory to School Bullying Research and Practice

Autor/in	Bussey, Kay
Titel	The Contribution of Social Cognitive Theory to School Bullying Research and Practice
Quelle	In: Theory Into Practice, 62 (2023) 3, S.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bussey, Kay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2023.2226549
Schlagwörter	Social Cognition; Social Theories; Bullying; Research; Behavior Problems; Interaction; Environmental Influences; Social Influences; Peer Influence; Parent Influence; Teacher Influence; Mass Media Effects; Intervention; Victims; Self Efficacy + Suchen Sie Ihr Suchwort? Soziale Kognition; Gesellschaftstheorie; Mobbing; Forschung; Interaktion; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Victim; Opfer; Self-efficacy; Selbstwirksamkeit
Abstract	This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents' problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01