Rotter’s social learning theory

Rotter was a pioneering psychologist in the field of social learning, inspired by behaviorism.

Most of the behaviors we engage in are not innate, but socially are not innate, but socially acquired..

We have learned to eat in a certain way, to move in a certain way or to interact with our peers according to the situation and the context. In this way, our behavior is strongly influenced by what the social environment and culture the social environment and the culture to which we belong shows us throughout our lives, in a way that is throughout our lives, how we perceive others and the feedback we receive from them regarding our actions.

There are a variety of theories that focus on this fact from very different perspectives, such as social learning theories. Although the best known is that of Albert Bandura, there have been previous attempts to explain our behavior from a social perspective. One of them is Julian Rotter's social learning theorywhich is the focus of this article.

The social learning theory of Julian B. Rotter

Julian B. Rotter's theory states that the behavior that human beings exhibit in their daily lives is acquired through social experience. Our behavioral patterns depend on the interaction our interaction with the environment, which is carried out to a great extent through the linkage with other peers. Thus, in order to achieve our objectives we need the participation of other people.

This theory would be called by the author himself as the theory of social learningIt is also known as cognitive learning theory. In it, Rotter considers that human beings seek to supply their needs through the search for positive reinforcement and the avoidance of punishment. To do so, they will or will not perform certain behaviors, based on the learning they have done throughout their lives and whether or not these behaviors will lead to reinforcement that will lead them to repeat them.

In addition, we also learn through the consequences of the behaviors of others, learning by visualizing them and affecting this knowledge to our own behavior so that the results obtained by others can be replicated by ourselves, or avoided.

It is a theory developed at a time in history when the predominant current was behaviorism, which is visible in the terms and thought structures used. However, Rotter goes further by considering that, contrary to behaviorism that mental acts can be objectively studied. and considers thought, imagination, evocation, intentionality and other aspects linked to cognition and emotion as covert behaviors. All behavior is socially mediated and society provides us with reinforcements or punishments based on these, the consequences of which we learn.

Psychological needs

For Rotter the human being has a series of basic and general needs at the psychological level that he must try to supply if he intends to maintain a state of well-being.

Of all these, at the social level we can find several with an important emotional charge and that influence the capacity for gratification and even to perceive the environment in a certain way. The following needs stand out.

1. Need for recognition

This is understood as the need that the achievements or objectives reached are valued in some way by the social environment. Valuation is in itself a reinforcer that can stimulate our behavior.

2. Need for domination or leadership

This is the knowledge of one's own power over others, establishing relationships of influence in which others react to our behaviors.

3. Need for independence

Closely linked to the self-conceptThis is the need to have control over one's own actions. To be able to modify the environment and to have an impact on the situations in which we live.

4. Need for affection

To feel loved and positively valued by our peers is one of the by our fellow men is one of the basic general needs of the human being as gregarious being.

5. Need for protection

The possibility of being able to count on others and feeling that we are protected and helped in case of need is another element that produces reinforcement in Rotter's social learning theory. reinforcement in Rotter's social learning theory..

6. Need for physical well-being

This is the need to satisfy our basic needs and to obtain pleasure and gratification by means such as food, sleep, social bonding or sexual relations, social bonding or sexual relations.. Likewise, the avoidance of displeasure also falls within this need.

Motivation to act

The possibility of a particular behavior occurring in a given situation or behavioral potential will depend, whether directly observable or covert, on the situation in question and on the preferences for a behavior from the available repertoire.

These aspects have been learned throughout life history. The specific choice will take into account different considerations that the individual makes based on his or her learning. Specifically, Rotter establishes three of them.

The role of expectation

Expectations about the outcome of our behavior are a fundamental element when it comes to carrying it out or not. When we encounter a given situation, human beings compare it with similar situations they have experienced in the past. similar situations that he has experienced throughout his history, thus predicting an outcome.In this way, we predict a specific outcome of the situation, we carry out a certain behavior and expect that what we have predicted will occur.

Thus, it is expected or result due to the partial generalization of the situation previously experienced of the situation previously experienced, either with respect to obtaining reinforcement or to the possibility of solving or controlling the situation. The main and most determining factor in explaining behavior is the expectation of success or failure.

Evaluation of what is expected: the value of reinforcement

Another of the main factors that lead us to behave in a certain way is linked to the evaluation and the level of desire that the consequences arouse in us. the level of desire we have for the consequences of that behavior. of that action.

The greater the desirability of the reinforcer for the subject, the greater the probability of trying to carry out a behavior to obtain it.

The psychological situation

Finally, the context in which the subject is situated at the moment of acting is also an essential part in the selection of a particular behavior. selecting a particular behavior. Depending on the situation, there will be certain consequences determined by one behavior or another.

The conditions of the context together with our assessment of the situation and our possibilities will vary the subject's behavior.

Personality and locus of control

One of the most relevant contributions of Rotter's social learning theory is the idea of locus of control as a fundamental element of personality. fundamental element of personality.

For Rotter, personality is understood mainly as the use of behavior as a means to achieve goals based on what has been learned and the desire to obtain its objectives. This is what causes us to tend to act in a certain way more or less stably over time and across situations. Thus, personality is something learned for this author.

This consistent pattern of behavior depends to a large extent on the aforementioned factors as well as on perceived self-efficacy and attributions made on the basis of locus of control..

Locus of control

The locus of control is posited as the individual's expectation of his or her degree of control. in obtaining reinforcement. Specifically, it is understood as the subjective evaluation by the subject of what it is that makes our behavior obtain certain results or not.

Thus, some people will believe that their own behavior generates a gain or an avoidance of loss, so they will tend to act to a greater extent, to be more independent and to value themselves more positively.. These are individuals with an internal locus of control.

On the other hand, there are also there are also people with an external locus of control. They tend to think that the presence of reinforcement or specific results are not linked to their own behavior but to chance. Thus, they think that their actions have no effect, which causes them to act to a lesser extent and not to carry out the intended behaviors. Their self-esteem is lower and they depend on the environment to achieve their goals.