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Is stalking a learned phenomenon? An empirical test of social learning theory

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  • Fox, Kathleen A.
  • Nobles, Matt R.
  • Akers, Ronald L.

Abstract

Purpose We examine the extent to which components of social learning theory (i.e., definitions, differential reinforcement, and differential association/modeling) predict stalking victimization and perpetration using survey data from a large sample of college students.Methods Among a sample of 2,766 college students, logistic regression models were estimated to analyze the relationships between social learning theory and stalking perpetration and victimization.Results Results suggest that victimization and perpetration are functions of social learning. The findings also indicated that females were significantly more likely to be both stalking victims and perpetrators.Conclusions Regarding stalking perpetration and victimization, our results suggest that there may be responses, attitudes, and behaviors that are learned, modified, or reinforced primarily through interaction with peers. Overall, social learning theory concepts appear to be important predictors of stalking perpetration and victimization that help to develop theoretical explanations for stalking.

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  • Fox, Kathleen A. & Nobles, Matt R. & Akers, Ronald L., 2011. "Is stalking a learned phenomenon? An empirical test of social learning theory," Journal of Criminal Justice, Elsevier, vol. 39(1), pages 39-47, January.
    • Handle: RePEc:eee:jcjust:v:39:y::i:1:p:39-47
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    Cited by:

    1. Walter S. DeKeseredy & Martin D. Schwartz & Bridget Harris & Delanie Woodlock & James Nolan & Amanda Hall-Sanchez, 2019. "Technology-Facilitated Stalking and Unwanted Sexual Messages/Images in a College Campus Community: The Role of Negative Peer Support," SAGE Open, , vol. 9(1), pages 21582440198, February.
    2. Lee, Jane Jiyoun & Holmes, Lisa, 2021. "Longitudinal trajectories of behavioral problems among children in out-of-home care: A systematic review," Children and Youth Services Review, Elsevier, vol. 127(C).

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