Boxer's Social-Cognitive Theory

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Boxer (2005) begins his argument for his mediation of aggressive behavior by first explaining a social-cognitive viewpoint on the subject, which he holds to for the remainder of the article. The following is his description of the social-cognitive model: “One of the most prominent contemporary perspectives on how aggression emerges, persists, and resists change is the social-cognitive information-processing model of mediation…In this framework, a child’s cognitions related to social situations and social behavior are thought to account for the association over time between individual and environmental risk factors and actual aggressive behavior. A child’s temperamental tendencies and social experiences interact through observational and direct learning experiences to produce an enduring set of ‘aggression-supporting’ cognitions that account for habitual aggression” (Boxer, 2008, 385). During one of our class discussions, we were introduced to the Triadic Reciprocal Determinism model, which states that personal characteristics, environment, and behavior all interchangeably effect one another (Morris). I will argue that Boxer’s (2005) social-cognitive theory relates to the Triadic Reciprocal Determinism model in that it explains that personal characteristics and past experiences account for behavior and environment.
In the quote above, Boxer (2008) says that one’s “cognitions related to social situations and social behavior” effects his/her “environmental risk factors and actual aggressive behavior”. In essence, he believes that personal characteristics determine behavior and environment, which agrees with the Triadic Reciprocal Determinism. Because of our constant self-regulation and self-efficacy, we as individuals are changing. ...

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...nitive Perspective”. The Journal of Primary Prevention. 2005. Pg. 383-400.
Harzem, Peter. “Behaviorism for New Psychology: What Was Wrong with Behaviorism and What is Wrong With it Now”. Behavior and Philosophy, 12(5), 2004. Pg. 5- 12
Immordino-Yang, Mary Helen and Antonio Damasio. “We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education”. Mind, Brain, and Education, 1(1), 2007. Pg. 3-9.
Matusov, Eugene; DePalma, Renee; and Stephanie Drye. “Whose Development? Salvaging the Concept of Development Within A Sociocultural Approach to Education”. Educational Theory, 57(4), 2007. Pg. 403-421.
Morris, William. “Social Cognitive Theory”. University of South Carolina, Columbia SC. 21 April 2014.
Raver, Cybele. “Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts”. Child Development, 75(2), 2004. Pg. 346-353.

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