Interpersonal styles equated with generalized expectancies in social learning theory¶

Theory · All theories
Evidence · no claims cited

Description¶

The article reinterprets interpersonal styles — the basic behavioral units of interpersonal processes — as generalized expectancies within Rotter's social learning theory, alongside specific expectancies that develop from actual experiences. Generalized expectancies govern behavior in novel or ambiguous situations, and as specific experience accumulates, specific expectancies become more important determinants of behavior. The authors write: "You will notice that in the conceptualization in Figure 2 interpersonal styles are equated with generalized expectancies."

Design Implications¶

Context¶

Requirements¶

• Grounding in Rotter's social learning theory distinction between specific and generalized expectancies

Constraints¶

• The equation predicts a favorite style is apparent very early in relationship stages, with style variation possible only as specific experiences are amassed

Target Learners¶

• adults in interpersonal interactions

Target Learning Objectives¶

• understanding how expectancies shape interpersonal behavior

Claims¶

Related Theories¶

• Social learning theory expectancy framework (generalized and specific expectancies)
• Interpersonal theory: Agency and Communion dimensions and the principle of complementarity
• Rotter's internal-external locus of control of reinforcement construct
• Locus of control as a bipolar internal-external expectancy construct from Rotter's social learning theory
• Locus of Control

Examples¶

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Key Sources¶

• Duke, Marshall P. and Nowicki, Stephen. (1979). A Social Learning Theory Conceptualization of Interpersonal Relationships. https://eric.ed.gov/?id=ED183975