Developing Youth Leaders: Institutional Social Bonding Influence and Positive Youth Development

The purpose of this research is to identify the factors contribute to Positive Youth Development (PYD) among Community Colleges’ students comprising the 5Cs namely Competence, Confidence, Character, Connection and Caring and Compassion. Moreover, the study highlighted the domains from institutional social bonding that might influence the development of youth at Community Colleges to be a positive leader. The Ecology of Human Development theory, the Developmental Science theory and Social Bonding Theory provide the foundation for this area of study. The framework form Institutional social bonding and 5C’s of PYD elements are recommended. Leadership and PYD are related theoretical based approach in youth development. A youth leadership potential can be unleashed through the development of the 5Cs that lead to positive outcomes. Social bonding with school or institution will nurture and develop the positive characteristics of a leader through involvement, attachment, commitment and trust between both elements.

Polemics on the Etiology of Juvenile Delinquency: A Review of Some Multiple-Perspective Attacks on Travis Hirschi’s Social Bonding Theory

Influenced by Thomas Hobbes’s Leviathan (1957 [1651]) and Emile Durkheim’s Le Suicide (1966 [1897]), criminologist Travis Hirschi wrote Causes of Delinquency (1969) in which he hypothesized that the more a juvenile is bonded to conventional society, the less likely he will become delinquent. Hirschi described four elements of the “social bond” (attachment, commitment, involvement and belief) and detailed the methodology he used to develop what is commonly referred to as “social bonding theory.” Although this enduring classic work has been seriously tested and highly praised for almost five decades for its classic contribution to the study and prevention of delinquency (and crime), it has also been sharply criticized from many theoretical and methodological perspectives. This paper provides an identification and review of several of those attacks.

Juvenile Hackers: An Empirical Test of Self-Control Theory and Social Bonding Theory

In accordance with a similar growth in information technology, computer hacking has become a pervasive issue as a form of crime worldwide in recent years. Self-control theory and social bonding theory have frequently been employed to explain various types of crimes, but rarely to explore computer hacking. Drawing from Gottfredson and Hirschi’s (1990) self-control theory and Hirschi’s (1969) social bonding theory, the purpose of this study is to empirically examine the suitability of these two theories in explaining juvenile computer hacking offenses. The self-report survey data utilized for the present study was derived from middle school and high school students in the United States, Russia, Spain, Venezuela, France, Hungary, Germany, and Poland. The current study hypothesizes that hackers’ self-control and social bonding are significant predictors for the commission of computer hacking offenses. The findings of this study provide strong support for Gottfredson and Hirschi’s (1990) self-control theory. In addition, the findings can be interpreted as partially supportive of Hirschi’s (1969) social bonding theory. The authors conclude with a discussion on policy implications.

Differential Applicability of Criminological Theories to Individuals? The Case of Social Learning vis-à-vis Social Control

The current study uses finite mixture models (FMMs) to examine whether competing theories—social learning and social control—are differentially applicable to individuals. Posterior probabilities reveal that 85% of individuals are most consistent with social learning theory (“learners”), whereas 15% are most consistent with social bonding theory (“bonders”). Relative to bonders, learners have significantly lower alcohol consumption and alcohol use risk—as denoted by learning and bonding variables. Results reveal generally stronger variable effects in the FMM as compared with the full-sample ordinary-least-squares (OLS) regression, particularly for differential association and belief. OLS regressions among classified subsamples resulted in substantial gains in explained variance among learners but no improvements among bonders. Implications of differential applicability of theories for assessments of theoretical validity and policy development are discussed.

Mediating effects of students’ social bonds between self-esteem and customer citizenship behaviour in the context of international university branch campuses

Purpose The purpose of this paper is to offer empirical evidence on the role of self-esteem and social bonding in explaining citizenship behaviour of students at international university branch campuses (IBCs). Design/methodology/approach A sample of 400 students from four IBCs in Malaysia was administered in a questionnaire. Data were analysed using SPSS and partial least squares 3.0. Findings This research demonstrates that students’ self-esteem and social bonds have positive direct effects on customer citizenship behaviour (CCB). Moreover, self-esteem has an indirect effect on CCB via intervening of attachment, commitment and involvement of social bonds. Research limitations/implications CCB of IBC students can be explained by self-consistency theory via mediation of social bonds from social bonding theory. Practical implications To encourage CCB in IBCs, university management should target students who have high self-esteem, closely tied to parents and lecturers, committed to university, highly involved in co-curricular activities and comply with university regulations. Originality/value Greater understanding of students’ citizenship behaviour may help transnational universities to improve relationship marketing strategy and enhance students’ campus experience.