A test of self-control theory and social learning theory on cyber offending.

摘要

The current study examines the relationship between social learning theory (SLT), self-control theory and cyber offending. Specifically, the influence of each component of SLT, focusing on peer interactions (including both traditional and virtual peers), and self-reported levels of self-control are examined in relation to their influence on cyber offending. Responses from a sample of 428 university students were used to examine these relationships. The two strongest SLT predictors, differential association and definitions favorable to crime, were in line with previous studies of both traditional and cyber offending in their relationship with cyber offending. Self-control, however, did not have a significant influence on cyber offending until it was included in a combined model examining the interactive effects of these two theories. Rather, self-control had no direct effect on cyber offending but displayed a significant interaction effect with the SLT components differential reinforcement and definitions. Theoretical and policy implications are discussed.