Most of the behaviors we carry out They are not innate, but socially acquired
We have learned to eat in a specific way, move in a certain way or interact with our peers depending on the situation and context. In this way, our behavior is strongly influenced by what the social environment and the culture to which we belong shows us throughout our lives, how we perceive others and the feedback we receive from them regarding our actions.
There are a wide 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 theory on which this article focuses.
Julian B. Rotter’s theory establishes that the behavior that human beings exhibit in their daily lives is acquired through social experience. Our behavior patterns depend on interaction that we maintain with the environment, which is carried out largely through links with similar others. Thus, to achieve our objectives we need the participation of other people.
This theory It would be called by the author himself as social learning theory, also known as cognitive learning theory. In it, Rotter considers that human beings seek to meet their needs through the search for positive reinforcement and the avoidance of punishment. To do this, he will perform certain behaviors or not, based on the learning he has done throughout his life and whether or not these provide reinforcement that leads him to repeat them.
Furthermore, we also learn through the consequences of the behaviors of others, obtaining learning through visualization and affecting this knowledge to one’s own behavior so that the results obtained by others can be replicated by ourselves, or avoided.
It is a theory made at a time in history when the predominant current was behaviorism, something visible in the terms and thought structures used. However, Rotter goes further by considering, on the contrary, behaviorism that mental acts are objectively studyable 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, human beings have a series of basic and general needs at a psychological level that they must try to meet if they intend to maintain a state of well-being.
Of all these, at a 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 for the achievements or objectives achieved are valued in some way by the social environment Appraisal in itself is a reinforcer that can stimulate our behavior.
2. Need for domination or leadership
It is about knowing one’s own power over others, establishing relationships of influence in which others react to our behaviors.
3. Need for independence
Closely linked to self-concept, it is about the need to have control over one’s own actions. Being able to modify the environment and have an impact on the situations in which we live.
4. Need for affection
Feel loved and positively valued for our fellow human beings is one of the basic general needs of the human being as a gregarious being.
5. Need for protection
The possibility of being able to count on others and feel that we are protected and helped in case of need is another element that produces reinforcement in Rotter’s social learning theory
It is about the need to satisfy our basic needs and obtain pleasure and gratification through means such as food, sleep, social bonding or sexual relations In the same way, the avoidance of displeasure also falls within this need.
The motivation to act
The possibility of a specific behavior occurring in a given situation or behavioral potential will depend, whether it is directly observable or covert, on the situation in question and the preferences for a behavior from the available repertoire.
These aspects have been learned throughout life history of the subject, and the specific choice will take into account different considerations that the individual carries out based on his or her learning. Specifically, Rotter establishes three of them.
The role of expectation
Expectations about the result of our behavior are a fundamental element when it comes to carrying it out or not. When we encounter a certain situation, the human being compares it with similar situations that it has experienced throughout its history which predicts a specific result of the situation, carries out a certain behavior and waits for what has been predicted to happen.
Thus, it is expected obtain a certain reinforcement or result due to generalization partial of the situation previously experienced, whether with respect to obtaining reinforcements or the possibility of solving or controlling the situation. The main and most determining thing when explaining behavior is the expectation of being successful or not.
Evaluating what is expected: the value of reinforcement
Another of the main factors that lead us to behave in a certain way is linked to evaluation and the level of desire that the consequences awaken in us of said 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.
Finally, the context in which the subject is situated at the moment of acting is also an essential part when it comes to select a specific behavior Depending on the situation, there will be certain consequences for one behavior or another.
The contextual conditions together with our assessment of the situation and our possibilities will vary the behavior of the subject.
Personality and locus of control
One of the most relevant contributions of Rotter’s social learning theory is the idea of ​​the locus of control as 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 one’s 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 largely on the aforementioned factors as well as perceived self-efficacy and the attributions made based on the locus of control
The locus of control
The locus of control is presented as the individual’s expectation regarding his or her degree of control in obtaining reinforcement. Specifically, it is understood as the subject’s subjective assessment of what 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 value themselves more positively These are those individuals with internal locus of control.
On the other hand also There are people with external locus of control They tend to think that the presence of reinforcement or specific results are not linked to the behavior itself but to chance. Thus, they think that their actions have no effects, which causes them to act to a lesser extent and not carry out the intended behaviors. Their self-esteem is lower and they depend on the environment to achieve their goals.
