Influential Role of Self-Regulated Learning in Preventing Moral Disengagement

Autor/in	Bembenutty, Héfer
Titel	Influential Role of Self-Regulated Learning in Preventing Moral Disengagement
Quelle	In: Theory Into Practice, 62 (2023) 3, S.318-329 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bembenutty, Héfer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2023.2226550
Schlagwörter	Moral Values; Independent Study; Student Motivation; Personal Autonomy; Self Control + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Selbststudium; Schulische Motivation; Individuelle Autonomie; Selbstbeherrschung
Abstract	Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners' development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura's theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01