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1. Introduction

Theoretical criminology intends by analyzing diverse evidence relating to criminal

activity and crime to explain theories of when and how crime happens. These ideas have

sociological, biological and physiological insights into crime causes. The knowledge and

understanding of why ideas are relevant is crucial, but also how criminal law continues to form

emerging hypotheses of the current and the future 1. The theory is known as the belief that people

learn through observing other people's behaviors (Social Learning Theory) 2. On the other, strain

theory is characterized as the society which pressures people to attain socially agreed aims,

whereas they do not have the means, which strains a person and makes crime more likely (Strain

Theory)3. The purpose of the essay is to compare and contrast delinquency from the perspective

of social learning and general strain theory.

2. Body

General strain theory is an inclusive theory applicable in many areas of crime (the different kinds

of strain, conducts of measuring strain, and the link among crime and strain). According to the

initial pressure hypothesis, a rise in desires and a reduction in ambitions could contribute to an

increase in crime4. The Social Learning Theory (SLT) suggests, therefore, to enhance, punish or

observe new behaviors for individuals' (Vold, 1998). Many who experience favorable behavioral

effects are more likely to follow or embrace this behavior. Theory Strain, and theory of social

1
Suzette Cote. Criminological theories: Bridging the past to the future. Sage, 2002.

2
Akers, Ronald L., and Wesley G. Jennings. "Social learning theory." The handbook of criminological theory (2016):
230-240.

3
Agnew, Robert. "Pressured into crime: An overview of general strain theory." (2007).

4
Agnew, Robert. "Foundation for a general strain theory of crime and delinquency." Criminology 30, no. 1 (1992):
47-88.
 2

learning are both sociological theories. In defining strain theory is (1) the form of social relation

leading to delinquency as well as (2) the reason for delinquency, the strain theory differs from

social control and social theory of learning. Strain theory specifically focuses on interpersonal

conflict with others: associations in which a person is not treated because he or she intends5.

Agnew created a comprehensive theory, general strain theory that describes strain

measurements, major forms of strain, connections between strain and crime, stress management

mechanisms, delinquent or non-delinquent conduct determinants, and policy proposals that are

built upon this theory, which provided a new perspective on the theoretical model that was

drafted a few decades ago.

The strain principle shows that human aggression is triggered by negatives or treatments

by others, which leads to resentment and agitation (Agnew, 1997a:31). Agnew's theory of strain

was derived from the Durkheim and Merton works and, however, answered many critiques of the

original strain theory, lacked supporting evidence and was also faced with many shortcomings

such as the initial strain theory. Strain theory can lead a person to feel defeated, desperate and

panic, but the sense that applies more to crimes is indignation6.

A higher strain, for example, would cause rage to escalate, which could also lead to

increased crime. Social control theory is a better than the theory of strain because it shows that if

a person has such spiritual and social ideals, he is more likely to follow a socially appropriate

way to achieve his objectives and does not allow the sensation of failure, desperation, terror and

rage to react to crime. Apart from inability to accomplish one's targets, pressure will also occur if

people take or have harmful or unpleasant causes.

6
Agnew, Robert. "Building on the foundation of general strain theory: Specifying the types of strain most likely to
lead to crime and delinquency." Journal of research in crime and delinquency 38, no. 4 (2001): 319-361.
 3

This negative treatment can provoke anger or conflict and crime. Studies showed that the

risk of crime increases over a series of stressful incidents and circumstances. In fact, violence has

been associated with child abuse and neglect, interpersonal violence, parental physical

aggression, hostile interactions with parents, adverse learning experiences, unfavorable peer

relationships, neighborhood issues and a variety of traumatic life activities, such as parental

divorce/separation, parental unemployment, and schooling in changing countries.

Increased strain among individuals with low coping abilities and resources is likely to

contribute to violence. Some people are legally more prepared than others to deal with strain.

You have the verbal ability to bargain with others or the financial power to recruit a lawyer, for

example. In connection with this burden, crime is more likely to occur between persons with no

traditional social assistance. Family, friends and others also help people cope, provide advice,

direct help and moral support for their issues. This reduces the probability of a criminal reaction7.

Pressure-related pressure theory leads teenagers to (1) use illicit channels of success, (2)

assault or escape the cause of their adversity, and/or (3) manage detrimental impact through the

use of illegally produced drugs (Agnew, 1992:49). In comparison, social theory refuses that

outside pressures the adolescent to commit crime but, rather, the lack of meaningful relationships

with others frees the adolescent to commit crime in response to internal forces or situational

incentives.

Social learning theory is characterized by its emphasis on constructive interactions

between other people (Agnew, 1992:49). Social learning philosophy builds on the basic ideas

that (1) people should learn to observe other people's actions and their results. (If people see

good and expected results in the behavior, it is more possible that the action itself will be

7
Agnew, Robert, Timothy Brezina, John Paul Wright, and Francis T. Cullen. "Strain, personality traits, and
delinquency: Extending general strain theory." Criminology 40, no. 1 (2002): 43-72.
 4

modelling, imitating and adopting), (2) learning might occur without even a change in conduct,

and (3) perception plays a part in learning. This theory includes elements of behavioral learning

(hypothesis that people's environments lead people to behave in certain ways) and cognitive

learning (hypotheses that psychological influences are necessary to influence how you behave).

Social learning theory defines three phases for individuals to understand and model behavior: (a)

care (recognition of what is observed). (b) Reproduction (capabilities for behavior reproduction),

and (c) incentive (good reason) for behavior8.

The theory of social learnings argues that the connection with illegal associates leads to a

criminal lifestyle, which legally transforms the values of success. Reiss' personal and social

regulation theory notes that “delinquency occurs where the internal laws and rules of conduct in

accordance with the social order standards to which legal fines are imposed are relative absence”

According to a principle of social interaction, young people learn to partake in crime in equal

ways: through contact with or proximity to others. Primary or intimate groups such as families

and peer groups have a great influence on what we learn in particular. The greatest forecaster of

crime, rather than previous delinquency, is in reality contact with delinquent mates. You may not

need to be in physical communication with others to learn about them, for example, through

observing others in the media, you can learn to partake in violence9.

In (SLT), other persons can not only strengthen our criminality but can also teach us

convictions conducive to crime. Of course, most people are told that crime is evil or incorrect.

Finally, they embrace or “internalize” this view, which is less likely to lead to violence.

However, certain people learn convictions which are conducive to criminals and are more likely

8
Maisto, Stephen A., Kate B. Carey, and Clara M. Bradizza. "Social learning theory." (1999).

9
Akers, Ronald L., and Gary F. Jensen, eds. Social learning theory and the explanation of crime. Vol. 1. Transaction
Publishers, 2011.
 5

to commit crime. Few – even suspects – commonly accept violent offences such as theft and

burglary. Crime favorites was identified under three categories in surveys and interviews with

offenders. Data indicate that the probability of crime increases with any form of belief10.

One downside of the philosophy of social learning is that the individual should not take

into consideration what should be considered beneficial. Social control theory reflects an

improvement in the direction and guidance of social learning towards an agenda beyond the

learner's. Social control theory Social learning is a change in conduct, regulated not by inherent

or intrinsic causes but by observation of the effects of others and the importance of replicating

those conduct.

3. Conclusion

The theories above concentrate on the conditions that generate a general readiness to

commit crimes, and place these factors in the immediate and broader social environment. Strain

theory projected that crime in the lower class was concentrated, but studies showed that

delinquency was widespread in the middle and upper classes too. This pressure hypothesis, such

as the drop in late youth crime and familial partnerships, also neglects other factors.

Agnew's general strain theory also extended the field of even other variables, not covered

in the initial strain theory, as he has sought to investigate strain theory with a viewpoint that has

different aims than monetary achievement and also takes note of the social status standpoint,

prospects for the future and links with criminals. Social learning theory shows that certain people

are more likely to be strengthened in areas where crime (and less likely to be punished). This

strengthening is also intentional.

10
Hill, Janette R., Liyan Song, and Richard E. West. "Social learning theory and web-based learning environments: A
review of research and discussion of implications." The Amer. Jrnl. of Distance Education 23, no. 2 (2009): 88-103.
 6

For instance, violent children's parents also actively promote and strengthen aggressive

activity outside the home. Or friends of the teenager will strengthen substance use. The

strengthening of crime is less intentional than other moments. For example, a parent who is

humiliated might give her yelling child a candy bar in a supermarket check-out. The parent only

strengthened the violent nature of the infant without meaning to do so. Theory of social learning

has a lot of support and may be the dominant criminal theory today. The analysis shows that the

people with which you relate have a large influence on whether you commit or not crimes; the

effect that these people have on the convictions of abuse, reinforcement and penalties that you

are receiving and the types to which you are subject is part of this impact.

Bibliography

Suzette Cote. Criminological theories: Bridging the past to the future. Sage, 2002.

Akers, Ronald L., and Wesley G. Jennings. "Social learning theory." The handbook of

criminological theory (2016): 230-240.

Agnew, Robert. "Pressured into crime: An overview of general strain theory." (2007).

Agnew, Robert. "Foundation for a general strain theory of crime and delinquency." Criminology

30, no. 1 (1992): 47-88.

Agnew, Robert, and Timothy Brezina. "General strain theory." In Handbook on crime and

deviance, pp. 145-160. Springer, Cham, 2019.

Agnew, Robert. "Building on the foundation of general strain theory: Specifying the types of

strain most likely to lead to crime and delinquency." Journal of research in crime and

delinquency 38, no. 4 (2001): 319-361.

Agnew, Robert, Timothy Brezina, John Paul Wright, and Francis T. Cullen. "Strain, personality

traits, and delinquency: Extending general strain theory." Criminology 40, no. 1 (2002):

43-72.

Maisto, Stephen A., Kate B. Carey, and Clara M. Bradizza. "Social learning theory." (1999).

Akers, Ronald L., and Gary F. Jensen, eds. Social learning theory and the explanation of crime.

Vol. 1. Transaction Publishers, 2011.

Hill, Janette R., Liyan Song, and Richard E. West. "Social learning theory and web-based

learning environments: A review of research and discussion of implications." The Amer.

Jrnl. of Distance Education 23, no. 2 (2009): 88-103.