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Social Cognitive Theory in relation to media violence, and how it affects children
By
Spring 2008
Introduction
Albert Bandura developed the social cognitive theory, and his theory was based
on the social learning process that influences social behavior through observation
learning and vicarious reinforcement (Coates, Malouff and Rooke, 2008; Jarrett, 2005;
Bandura, 2001). It is common that children construct ideas, concept based on their social
environment (Wang & Lin, 2007). Therefore, children excessively exposed to media
violence could socially learn aggressive behavior through observational learning, and
The reinforcement model enhances children “self” perception, because groups would
tend to influence vicarious behavior (Coates, Malouff and Rooke, 2008; Jarrett, 2005).
The social cognitive theory is based on three human agencies, which are direct
personnel, proxy and collective agency (Jarrett, 2005; Bandura, 2001). Its relation to
media violence is the individual inability to attain certain social goals, therefore, allowing
others within their social environment too influence their perception (Wang & Lin, 2007).
(Coates, Malouff and Rooke, 2008; Jarrett, 2005; Bandura, 2001). For example,
Social Cognition and Violence 2
aggressive behavior is a cultural norm; therefore, other social factors can influence
Aggressive and violent behaviors are influence through social role modeling; for
example, violent video characters are role models that can influence behavior (Anderson
et al., 2003; Huesmann et al., 2003). As a result, children and adolescents observing
aggressive and violent behavior stem the probability of imitating such behavior
becomes a reinforcement models, such as, social peers and media violence (Anderson et
al., 2003).
The second agency of the social cognitive theory is the proxy agency, which is to
promote social development, but also, impedes personnel competence (Bandura, 2001).
Bandura (2001) stated, “People cannot bear the heavy burden of responsibility because of
social stressors and risk” (p. 21). Therefore, children and adolescents would rely on the
competence and favors from others (Bandura, 2001). For example, parents may allow
their children to view and interact with violent video games as a substitution for their
parental role. Furthermore, parents and guardians may interact with violent video games,
and entertain media violence within the home, because it is a part of their culture (Coates
species, as well as, with other living species; therefore, it is a part our culture. For
example, some parents perceive children interacting with violent video games and
viewing other media violent programs as a very good baby-sitter. In modern electrified
society parents and guardians may failed to realize that media characters are role models
Social Cognition and Violence 3
within the home (Anderson et al., 2003; Gonzalez et al., 2005). As a result, children and
adolescents are learning aggressive and violent behavior within the home through social
role modeling portrayed through violent media character. As a result, children and
adolescents can potentially interact with their peers what they learned through the media
Subculture violence theory determines that children can learn aggressive and
violent behavior within their environment (Huesmann et al., 2003). Therefore, children
within a violent social setting such as, exposed to excessive media violence would stem
the probability of becoming either deviant, and or criminally. Because of the fact,
children become a reflection of their environment (Anderson et al., 2003; Green &
Krcmar, 2005). According to Green & Krcmar (2005) social gratification views media
The third human agency of the social cognitive theory is the collective agency.
The collective agency is the common-interest that exists within groups, such as, peer-
groups, and other social counterparts that share a commonality (Bandura, 2001). In
similarity as portrayed through the video game (Gonzalez et al., 2005; Huesmann et al.,
2003).
Violent video games tend to enhance aggressive inhibition that would affect
children’s cognitive development. Disney Movies, cartoons and TV shows designed for
academically, as well as, developing critical thinking skills (Anderson et al., 2003;
Social Cognition and Violence 4
Gonzalez et al, 2005; Huesmann et al., 2003). By influencing the arousal of the stimuli
during the early phases of life’s development could potentially impose harm on children.
Earlier findings discovered a relationship that exists between media violence and human
determine his or her social identity (Levin & Carlsson-Paige, 2003). The cognition
cultivates the individual personnel identity, especially within a social setting, such as,
vulnerable society, such as, children (Anderson et al., 2003). Subcultural violence has
society to commit other types of aggressive and violent acts (Anderson et al., 2003).
to aggressive and violent behavior (Anderson et al., 2003; Huesmann et al., 2003).
and violent behavior can be hereditary it can also be inhibited socially through excessive
exposure of aggressive and violent acts portrayed to children. As a result, it impedes the
positive social development of children, because children brain is still within the
development process (Anderson et al., 2003). For example, children could learn
Social Cognition and Violence 5
aggressive and violent behavior by interacting with violent video games. And, it is
aggressive and violent behavior through a social learning process called direct
learning process that influences aggressive behavior that is impose on children within
their social environment. As a result, aggressive and violent behavior portrayed thought
the media influences children cognition, which influences attitude and social behavior
aggressive behavior is likely to be used, for example, children that are punished for
The schematic and scriptive theory describes how children and adolescents can
socially learn aggressive and violent behavior through either the characters portrayed
throughout the media, and-or other social actors (Brown & Hamilton-Giachristis, 2005).
A child exposed to violent video games is just as Similar, to children and adolescents
witnessing a crime. For example, auto theft, robbery and drug transaction, just to mention
Children exposed to excessive aggressive and violent behavior would learn that
aggressive and violent behavior does work; therefore, crime would do likewise.
well-learned behavior that is influence by others. In other words, negative social peers
and media violence are facilitators to teach children and adolescents that aggressive and
Social Cognition and Violence 6
violent behavior is socially accepted (Anderson et al., 2003; Brown & Hamilton-
The relation between peer influencing and media violence such as, violent video
games is to influence social reinforcement that influences aggressive behavior (Brown &
Hamilton-Giachristis, 2005).
Generally children are exposed to media violence in several different ways, for
Earlier studies suggested of two variables that tend to interrelate, which is media and
social violence (Brown & Hamilton-Giachristis, 2005; Green & Krcmar, 2005;
Huesmann et al., 2003; Kronenberger et al., 2005). Furthermore, determining both causal
while interacting with violent video games (Anderson & Bushman, 2003).
with violent video games. First, the study was conducted in a laboratory, and secondly,
within the children’s home, and the results from both separate study had similar results
(Chory-Assad, 2005). Quite the contrary, a study performed within the home was
difficult, because of other social factors, which pre-existed within the home; however, the
level of aggression interacting with media violence has similarity (Brown & Hamilton-
laboratory did result a linking of children and adolescent aggression with media violence.
Studies performed within the home was difficult too determined, because of other
social factors, for example, earlier researchers were able too determine a causal link with
Social Cognition and Violence 7
other variables, but experience difficulties linking media violence with aggressive
determine a correlation rather than a causal affect linking aggressive behavior with media
violence (Brown & Hamilton-Giachristis, 2005). In other words, suggesting the other
factors of aggressive and violent behavior within the home increase the level of
aggression in children within the home. Therefore, media violence such as violent video
games became a reinforcement model rather involving any causal link to aggressive
Aggressive cognition is hostile thoughts that are socially inhibited within children
memory (Anderson & Bushman, 2003). The script theory describes how children can
learn violent behavior through scriptive role modeling, which describes as children
observed excessive violence in the media they can learn from the script (Anderson et al.,
2003; Huesmann et al., 2003). As a result, it becomes a social role model, which can
both attitudes and social behavior, this affects both social development and interaction
Violence in the media has biosocial affects, especially on children, for example,
the heart, and brain and children central nervous system. As a result, it cultivates children
cognition, which affects their attitude and social behavior (Jarrett, 2005). For example,
earlier studies revealed how violent video games affect the brain waves, but also, affected
the central nervous system (CNS). According to Jarrett (2005), purported 71 participants,
adolescents (10-13 years of age) while playing violent video games had their brain
scanned through an MRI scanner. While interacting with violent video games the scanner
Social Cognition and Violence 8
revealed the anterior cingulated cortex, and the amygdala, which is the emotion region
amygdala, which affect positive emotion, empathy and the cognitive rational were also
suppressed (Jarrett, 2005). Therefore, the method of human reasoning within the minds of
towards either individual and-or society. Also the lacking of dopamine, which is a
chemical substance within the central nervous system (CNS). In other words, the
chemistry governing human reasoning were suppressed while the children where
intensely engaged with violent video games (Jarrett, 2005). Therefore, children
excessively exposed to violent video games are similar to individual soldiers engaged in
battle (Jarrett, 2005; Jipguep et al., 2003). In fact, the social learning process of learning
violent behavior can potentially affect children social role within society (Jarrett, 2005;
Violent motive is the act of defeating your opponent, or victim while interacting
with violent video games (Trend, 2003, p. 286). Also, developing negative responses of
anger, frustration while imposing harm to both your victim and-or your opponent (Jarrett,
engaging with violent video games, for instance, aggression and acts of violence arouse
the physiological component of aggression within the children stimuli (Jarrett, 2005). For
example, who had their heads scanned while interacting with violent video games
Social Cognition and Violence 9
revealed certain regions within both the brain and the central nervous system were
threat, as well as, episodic memory encoding and retrieval motor programming (Jarrett,
2005). In other words, excessive exposure of violent video games could intensify from an
earlier arousal of threat perception, which could be very harmful to children brain
development (Jipguep et al., 2003). As a result, it can potentially develop into a long-term
memory storage, which can potentially affect young adulthood (Jipguep et al., 2003).
adults’ aggressive and violent responses (Funk, Chan, Brower, Margaret, Jason, Curtis,
Kathleen, and Simili, 2006). Therefore, children and adult interaction with violent video
games would also differ, because children would react to aggressive scripts and violent
Children would be most affected by the arousal of aggressive acts, because their
brain is still within a developing phase, whereas, adults brain are already developed
(Funk et al., 2006). For example, children are commonly exposed to action hero
characters, which demonstrate to resolve a social issue was through acts of aggression
The framework would be the children’s brain, because they will learn aggressive
and violent scripts, which can potentially be utilize within a social situation (Funk et al.,
2006; Huesmann et al., 2003). Potentially children could learn how both aggressive and
violent behavior is socially accepted in different ways, because acts of aggression and
Social Cognition and Violence 10
violent behavior are constantly portrayed through several different media outlets (Funk et
Usually, children become arouse while viewing the interaction of aggressive and
violent behavior, because it is demonstrated to them as a positive method to get the bad
guy concept. Therefore, the continuous exposure of certain characters portrayed though
the media would become a reinforcement model for children and adolescents (Funk et al.,
2006; Huesmann et al., 2003). The reinforcement model is the excessive exposure of
violence to children, which is very common in violent video games (Funk et al., 2006;
less empathetic within their social environment (Wei, 2007). Violent video games tend to
target children through several different ways: First, through children programming that
extends to market into violent video games, for instance, TV Mutant Turtles, which is a
cartoon that later marketed into violent video game (Lehman & Bushman, 2006; Levin
and Carlsson-Paige, 2003). Furthermore, other children media programs also portrayed
similarities of not only once a cartoon program, but later marketed as a violent video
game (Lehman & Bushman, 2006). As a result, children are becoming more exposed to
violent video games, which is also becoming more to violence, and as a result, becoming
however, depending upon children‘s environment other aggressive and violent factors
could also be a reinforcement model (Lehman & Bushman, 2006). For example, children
of color and poverty are easily targets for violent video games, because they are
Social Cognition and Violence 11
2003; Coates et al., 2008). Although, media literacy purports children entertainment is a
that aggressive and violent behavior is still socially accepted (Gonzalez, et al., 2006;
Huesmann et al., 2003). For example, recently children have been educated of the
violence portrayed within the media and its danger; however, children were already
Violence in the home portrayed through media violence, therefore, it is not just
domestic violence (Coats et al., 2008; Gonzalez et al., 2006). And, as a result, children
would become desensitize towards aggressive and violent behavior. Also, children
become less empathetic towards others within their social environment (Huesmann et al.,
2003).
Playing violent video games is very powerful, because earlier studies purported
exposure to violence demonstrates how violent behavior does work through rehearsing
aggressive and violent scripts, and it is reinforce through other social role modeling; such
as, poor-parenting and social peer-groups (Funk et al., 2006). As a result, children
entering into adolescents through young adulthood would become desensitize towards
aggressive and violent behavior, as well as, less empathetic towards society (Funk et al.,
creates ambition, experience and satisfying certain social needs (Levin & Carlsson-Paige,
Social Cognition and Violence 12
2003). The ability and the experience and needs children undergo during playtime is the
2003).
Children develop the ability to perform certain t0ask and duties while they
imagine whatever they desire to fulfill, for example, an imagination play friend.
However, the need for playtime must be a positive experience, which provides positive
healthier path for social development (Levin & Carlsson-Paige, 2003). Children can learn
directors. In other words, in control of their social environment, this promotes positive
social interactions amongst other social peers, which can lead into a positive social
instance, toys, time and space, which involves culture that encourages children to develop
the contrary, nowadays, toys for the most part promote a negative connotation of
aggressive and violent behavior to children, especially within an early age (Levin &
Carlsson-Paige, 2003).
and adolescents began since the deregulation of children television in the 1980’s (Levin
& Carlsson-Paige, 2003). The deregulation allowed the movies and music industries to
promote and-or enhance the aggressive and violence displayed throughout the media into
Social Cognition and Violence 13
other innuendos. Toys, television programming, video games and movies, which promote
acts of aggression and violent behavior that affect children development (Levin &
Carlsson-Paige, 2003, p. 427). In other words, children programs and movies are link to
violent video games and toys that stem to glorify acts of aggressive and violent behavior
positive language, not with the language of aggressive and violent behavior, which
affects children cognition, which promotes the concepts of teaching children how to
remedy similar social dispute (Huesmann et al, 2003; Levin et al., 2003).
2003). Because of the fact, adult aggression is a language adults could understand, and
children would have difficulty (Anderson et al., 2003). Children perceive violence and
aggressive behavior or acts much differently, because children brain are still within the
which can affect their cognitive skills, which is link to both values and belief system
aggressive and violent lifestyle, this can affect early adulthood (Levin & Carlsson-Paige,
2003).
Violent video games are vitally to intrigue newer generation, especially, during
the deregulation of children program in the 1980’s. Since the deregulation children and
Social Cognition and Violence 14
adolescents in the era experience a different social interaction that prior generation did
and violent behavior, and yet, glorify aggressive and violent acts (Levin & Carlsson-
Paige, 2003). For example, in the early 1980’s video programs reach the markets; such
as, Atari and Nintendo, which displayed video games called “Pac-Man”, “Mario” and
“Space Invaders”.
Atari and Nintendo programs were the first too launched aggressive and violent
video games, which intrigue the minds of both children and adolescents. As a result,
children became more aggressive, because not only violent video games entertain
aggression and violent behavior, but also it is reinforce (Bandura, 2001). In addition,
aggressive and violent programs exposed to children that such behavior is socially
acceptable within their social environment. And, as a result, it affects their young
adulthood (Guerra et al., 2003; Huesmann et al., 2003; Levin & Carlsson-Paige, 2003).
Since the deregulation of children programming in the 1980’s paved the way for
media link to toy corporation to market violence to children (Levin & Carlsson-Paige,
2003). Paving the way to a newer culture of aggressive and violent behavior portrays to
children and adolescents that aggressive and violent behavior is socially acceptable
within their environment (Anderson et al., 2003; Huesmann et al., 20003; Levin &
newer culture promoting aggressive and violent behavior within most children, especially
several ways: First, accelerating aggressive and violent behavior through media programs
that are market to children, and secondly, cultivating the minds of children that impede
their cognition process, which orchestrates attitudes and social behavior (Guerra et al.,
2003).
newer culture of becoming more desensitized towards aggressive and violent behavior.
For example, violent video games are an ever-increasing entertainment, especially for
both children and adolescents (Levin & Carlsson-Paige, 2003; Huesmann et al., 2003).
aggressive and violent behavior has influence society, in contrast, to prior years (Wang &
Lin, 2007). Furthermore, as adolescents enter into young adulthood the excessive
exposure of violence prior to reaching young adulthood has been extremely high (Levin
& Carlsson-Paige, 2003). For example, currently, about 90% of children know how to
utilize a video handgun, which has similar characteristic to a real handgun (Levin &
Carlsson-Paige, 2003).
Children on the average had witness over 20,000 acts of violence, such as,
murders and other types of criminal behavior, which can potentially affect their young
adulthood (Levin & Carlsson-Paige, 2003). The affect that excessive violent video games
have on most young adults is becoming more desensitized towards aggressive and violent
behavior, for example, more embracive to watching wrestling (Anderson et al., 2003;
Adolescents tend to pave the way of linking violent video games, because violent
video games is the next phase after toy’s which also were designed to glorify aggressive
Social Cognition and Violence 16
and violent behavior. In addition, other children and teenage programs, which were
designed to entertain and promote aggressive and violent behavior (Levin & Carlsson-
Paige, 2003). Toys and children programming tend to have the foundational root of
Conclusion
exposed to other factors of violence, and children in non-violent social settings. It is also
a reinforcement model to children who are already exposed to social violence. Children
excessively expose to media violence, especially, violent video games can potentially
antisocialism because some children suffer from either severe emotional problems and-or
behave, especially children, which could potentially affect their young adulthood. The
character role model displayed in the media has become the dominating role model that
Violence is a part of the human and animal culture, because aggression is a basic
animal distinct. However, aggression exists in certain levels within human nature, but
depending on the individual’s and-or society predisposition to violence can determine the
outcome.
Social Cognition and Violence 17
The problematic issue is that media violence has tendency to stimulate aggression,
especially, among children. Children already exposed to excessive violence would tend to
embrace media violence, because it provides the sense of gratification. It is evident that
media violence as Bandura described is a social role model that implicates society would
variables, media and social violence within the home. This perhaps would determine if
there is any correlation. Furthermore, it would be difficult too determine the relation
between children aggression and media violence, such as, violent video games and
children programming. There have also been other variables most researchers in the past
overlooked. And as a result, mislead several researchers determining any causal affect
between media violence and children aggression. In addition, as to how it would affect
children cognition, which cultivates the development of children attitude and social
behavior.
parental and-or guardian social role modeling. Parents should recognize the intended
means of the mass media which intention to supersede the traditional parental role
modeling within the home. Although, parents are already accustomed to the mass media
in regards to violent movies and violent video games, because of the fact violence in this
ramification, especially, children with emotional problems, and children with disruptive
potentially develop intense fear, anger, and bitter frustration at an early age. Also
developing violent aggressive behavior at an earlier time period, which could potentially
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