Testing the Validity of an Internal Power Theory of Interpersonal Violence.

The assertion that the motive behind battering is "power and control" is commonly accepted. Indeed, the most commonly cited "theory" behind Batterer Intervention Programs, a primary criminal justice system response to domestic violence, is that domestic violence offenders are motivated by their need to obtain "power and control." However, this theory has not been fully developed or empirically tested. Researchers have argued for the need to turn attention back to developing better theoretical models with clear conceptualizations and operationalizations of the power construct. Wagers articulated such a theory and introduced a "super construct" called internal power. This article seeks to further develop and empirically test Wagers's theory. Confirmatory factor analysis is used to examine the viability of the internal power construct, and structural equation modeling is used to test the relationship between the internal power factor and self-reported interpersonal abusive behaviors. Findings indicate internal power is a viable construct that warrants further exploration and offer preliminary support for internal power theory as an explanation of intimate partner violence.

Social Learning Theory, Gender, and Intimate Partner Violent Victimization: A Structural Equations Approach.

The purpose of this study is to examine the applicability of Akers's Social Learning Theory (SLT) to explain intimate partner violence (IPV) victimization. In doing so, we draw on the Intergenerational Transmission of Violence Theory (IGT) to extend the scope of SLT to the explanation of victimization and for a consideration of uniquely gendered pathways in its causal structure. Using a structural equation modeling approach with self-report data from a sample of college students, the present study tests the extent to which SLT can effectively explain and predict IPV victimization and the degree, if any, to which the social learning model is gender invariant. Although our findings are largely supportive of SLT and, thus, affirm its extension to victimization as well as perpetration, the findings are also somewhat mixed. More significantly, in line with IGT literature, we find that the social learning process is not gender invariant. The implications of the latter are discussed.

Strain, negative emotions, and juvenile delinquency: the United States versus taiwan.

General strain theory (GST) is an established criminological theory. Although the theory has been examined by many and enjoys empirical support, some limitations of previous studies need to be addressed. Many previous studies rely heavily on samples from Western countries, mostly the United States; thus, possible cultural influences are ignored. Although a few studies have moved forward by using subjects from Asia (e.g., China, Korea), these studies only provide empirical results regarding whether GST is applicable in other cultures. However, these studies do not directly compare Western and Eastern countries. The present study used two samples from the United States and Taiwan to directly compare and contrast central GST propositions. Although most of the GST propositions are found to be similar between the U.S. and Taiwanese juveniles, some differences were also discovered. Explanation of these similarities and differences from their cultural perspectives are offered in this study.

Social learning and self-control: assessing the moderating potential of criminal propensity.

Social learning theory is one of the most prominent general theories of crime. Yet recent research has called into question its applicability to all offenders. Specifically, the influence of antisocial peers has been found to exert a stronger effect among those individuals evincing higher levels of criminal propensity (deemed social amplification), whereas other components of the theory have either not been shown to interact with criminal propensity or not been tested. This study examines several social learning theory components to determine whether its influence is dependent on an individual's level of self-control. Results suggest little support for the social amplification hypothesis as the components of social learning theory were found to operate similarly across individuals regardless one's level of self-control. Implications for criminological theory are discussed.