Moral Identity and Moral Action : Focusing on the Automaticity Argument of the Social Cognitive Approach to the Moral Personality

2013 ◽  
Vol 1 (91) ◽  
pp. 295-324
Author(s):  
Young-Ran Roh
Keyword(s):  
Social Cognitive ◽  
Moral Identity ◽  
Moral Action ◽  
Cognitive Approach ◽  
Moral Personality ◽  
The Social

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

School Climate and Adolescents’ Cyberbullying Perpetration: A Moderated Mediation Model of Moral Disengagement and Friends’ Moral Identity

2019 ◽  
pp. 088626051986008 ◽  
Author(s):  
Xingchao Wang ◽  
Fengqing Zhao ◽  
Jiping Yang ◽  
Li Lei
Keyword(s):  
School Climate ◽  
Youth Development ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Moral Identity ◽  
Moderated Mediation Model ◽  
The Social ◽  
Climate Scale ◽  
Indirect Relationship

Based on an integration of the positive youth development model and the social cognitive theory, friends’ moral identity was examined as a moderator of the direct and indirect relations between school climate and adolescent’s cyberbullying perpetration via moral disengagement. Participants were 404 Chinese adolescents ( Mage = 13.53 years, SD = 0.92). They completed the Perceived School Climate Scale and the Moral Identity Scale and nominated up to three friends whom they considered to be their “best friend” in their classroom at Time 1. After 6 months, they completed the Moral Disengagement Scale and the Cyberbullying Scale at Time 2. Results showed that adolescents who experienced positive school climate were less likely to cyberbully others, which was mediated by their moral disengagement. Friends’ moral identity moderated the direct and indirect relations between school climate and cyberbullying perpetration. Specifically, the indirect relationship between school climate and cyberbullying perpetration through moral disengagement became nonsignificant for adolescents interacting with high moral identity friends. The direct association between school climate and cyberbullying perpetration was moderated by friends’ moral identity.

The Social-Cognitive Approach to Motivation in Physical Education

Strategies ◽  
2006 ◽  
Vol 19 (5) ◽  
pp. 17-20
Author(s):  
Jim Kamla ◽  
Jane Davis-Brezette ◽  
Karl Larson
Keyword(s):  
Physical Education ◽  
Social Cognitive ◽  
Cognitive Approach ◽  
The Social

scholarly journals Pendekatan Kognitif Sosial pada Pembelajaran Pendidikan Agama Islam

2020 ◽  
Vol 3 (2) ◽  
pp. 250
Author(s):  
Nelly Marhayati ◽  
Pasmah Chandra ◽  
Monna Fransisca
Keyword(s):  
Social Cognitive Theory ◽  
Role Model ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Islamic Education ◽  
Research Approach ◽  
Theory Approach ◽  
Literature Study ◽  
Cognitive Approach ◽  
The Social

The purpose of this study is to find out about the form of social cognitive theory approach from Bandura which can be applied to the learning of Islamic Education in Schools. Based on several previous studies, the cognitive approach has widely applied to learned was the cognitive approach from Piaget. The method used in this research is qualitative research with library research approach. Based on the analysis of the literature study, the approach of the social cognitive theory that can be applied to the learning of Islamic Education learning is through observational learning or modeling which includes four processes namely the process of attentional, retention, reproduction, and motivational processes. The social-cognitive approach that can be applied to Islamic education learning is on the application; curriculum, teaching, and assessment. In addition, the application of social learning theory by means of modeling is not contrary to the teachings of Islam that encourage people to make the Prophet as a model or role model in life.

Beyond Moral Reasoning: A Review of Moral Identity Research and Its Implications for Business Ethics

2008 ◽  
Vol 18 (4) ◽  
pp. 513-540 ◽  
Author(s):  
Ruodan Shao ◽  
Karl Aquino ◽  
Dan Freeman
Keyword(s):  
Moral Reasoning ◽  
Moral Agency ◽  
Social Cognitive ◽  
Moral Identity ◽  
Situational Factors ◽  
Cognitive Perspective ◽  
Organizational Contexts ◽  
Current State ◽  
The Social ◽  
Antecedents And Consequences

Moral identity has been touted as a foundation for understanding moral agency in organizations. The purpose of this article is to review the current state of knowledge regarding moral identity and highlight several promising avenues for advancing current understandings of moral actions in organizational contexts. The article begins with a brief overview of two distinct conceptual perspectives on moral identity—the character perspective and the social-cognitive perspective—that dominate extant literature. It then discusses varying approaches that have been taken in attempting to measure moral identity. The final two sections of the article review empirical findings regarding the antecedents and consequences of moral identity, respectively. Mechanisms and situational factors that are pertinent to moral agency in organizations are emphasized in both sections.

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