2023/06/27 by Kay Bussey
Psychology · #Behavioral and Psychological Studies #Bullying, Victimization, and Aggression #Child and Adolescent Psychosocial and Emotional Development
paper · doi:10.1080/00405841.2023.2226549
openalex publication_date 2023/06/27 · crossref created 2023/06/27 · crossref issued 2023/07/03 · crossref published 2023/07/03 · crossref published-print 2023/07/03 · crossref published-online 2023/07/05 · crossref deposited 2023/11/06 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/01
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.