社會學習理論的實證：回顧與前瞻

The Empirical Basis of Social Learning Theory: A Review and Prospects

Ronald L. Akers提出的社會學習理論（Social Learning Theory）與緊張理論、控制理論並列為犯罪學三大理論，發展至今已逾50年，對本土犯罪學研究、矯正與觀護實務影響深遠。本文首先回顧Akers構建社會學習理論的時代背景，並整理其核心概念，包括差別接觸、差別強化、定義與模仿等，接著參照Akers及其研究團隊進行的實證研究，如The Boys Town Study、The Iowa Study和The Florida Study，再觀照近代及當代圍繞社會學習理論及Social Structure and Social Learning（SSSL）模型的相關研究。這些研究成果支持社會學習理論在當代偏差行為介入與犯罪防治領域中的應用價値，包含靑少年物質使用、靑少年偏差行為、成人性暴力、成人親密關係暴力、靑少年網路偏差行為和社會結構變遷等。社會學習理論在巨觀視角下關注社會結構的影響，也重視微觀層面的個人偏差行為，將持續啟發觀護、輔導實務、政策制訂和學術研究。

Ronald L. Akers’Social Learning Theory, alongside Strain Theory and Control Theory, is recognized as one of the three major criminological theories. Developed over 50 years ago, it has had a profound impact on the study of criminology, as well as on correctional and probation practices in Taiwan. This paper begins by revisiting the historical context in which Akers formulated the Social Learning Theory and outlines its core concepts, including differential association, differential reinforcement, definitions, and imitation. It then examines the empirical research conducted by Akers, such as the Boys Town Study, the Iowa Study, and the Florida Study, while also considering more recent research on the Social Learning Theory and the Social Structure and Social Learning（SSSL）model. The findings of these studies underscore the applicability of Social Learning Theory in contemporary interventions for deviant behaviors and crime prevention, addressing issues such as adolescent substance use, juvenile delinquency, adult sexual violence, intimate partner violence, adolescent cyber-deviance, and social structural changes. By focusing on the influence of social structures from a macro perspective while also emphasizing individual deviant behaviors at the micro level, Social Learning Theory continues to inspire advancements in probation, counseling practices, policy development, and academic research.