A social cognitive perspective of educators' moral agency.
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| Title: | A social cognitive perspective of educators' moral agency. |
|---|---|
| Authors: | Morris, David B., Chen, Jason A. |
| Source: | Theory Into Practice. Summer2023, Vol. 62 Issue 3, p306-317. 12p. 1 Chart. |
| Subjects: | Social perception, Personal criticism, Psychological disengagement, Educators, Self-efficacy |
| Abstract: | By and large, teachers approach their work with the utmost care for students' intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one's own role in harm, (3) minimizing the harmful effects of one's actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators' social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 170023167 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A social cognitive perspective of educators' moral agency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morris%2C+David+B%2E%22">Morris, David B.</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Jason+A%2E%22">Chen, Jason A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Summer2023, Vol. 62 Issue 3, p306-317. 12p. 1 Chart. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Social+perception%22">Social perception</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+criticism%22">Personal criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+disengagement%22">Psychological disengagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: By and large, teachers approach their work with the utmost care for students' intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one's own role in harm, (3) minimizing the harmful effects of one's actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators' social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=170023167 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00405841.2023.2226556 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 306 Subjects: – SubjectFull: Social perception Type: general – SubjectFull: Personal criticism Type: general – SubjectFull: Psychological disengagement Type: general – SubjectFull: Educators Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: A social cognitive perspective of educators' moral agency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morris, David B. – PersonEntity: Name: NameFull: Chen, Jason A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00405841 Numbering: – Type: volume Value: 62 – Type: issue Value: 3 Titles: – TitleFull: Theory Into Practice Type: main |
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