(How Teenagers Learn Values: Social Learning Theory Perspective)
Social Learning Theory, though initially proposed by Bandura in 1977, remains a valuable framework for understanding how teenagers acquire values. This theory emphasizes learning through observation, modeling, and witnessing the consequences of others’ actions (Bandura, 1977). However, teenagers don’t simply absorb values passively; they actively interpret and make sense of what they observe within a complex social context.
Observation: Teenagers are smart observers of their parents’ behavior, learning about social norms, decision-making, and emotional responses by watching how their parents navigate the world (Bandura, 1986). However, their understanding of values is also shaped by observations of other role models, peers, media, and societal interactions, which may present conflicting or contradictory messages. (Grusec and Davidov, 2022.
Modeling: Teenagers often imitate the behaviours they observe, particularly those displayed by individuals they admire, such as their parents (Bandura, 1977). While consistent parental modeling of positive values like honesty and respect can influence teenagers’ moral development, it’s crucial to acknowledge that parents are not failsafe. Inconsistencies between a parent’s words and actions, or exposure to negative role models, can create confusion and complicate the internalization of values. (Knafo and Schwartz, 2013).
Indirect Learning: Teenagers learn by observing the consequences of others’ actions, including their parents’ (Bandura, 1969). Witnessing positive reinforcement for upholding certain values can encourage teenagers to adopt those values, while observing negative consequences for undesirable behaviors can have a deterrent effect. However, teenagers also witness that the real world doesn’t always operate on a system of perfect justice. They may observe instances where unethical behavior goes unpunished or where individuals who uphold positive values face adversity. This can challenge their understanding of moral principles and the consequences of their actions. (Hoffman, 2000)
My teenage years were a time of significant internal conflict. The values and beliefs I was taught at home often clashed with the behaviors and attitudes I observed among my peers at school. This created a sense of confusion about my own identity and what I should believe.
Thankfully, the strong foundation I had from my family ultimately helped me to stay true to myself. However, this experience highlighted the potential dangers of allowing external influences to define one’s reality. When we let our environment or peers dictate who we are, we can easily internalize limiting beliefs and settle for less than our full potential.
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