scispace - formally typeset
Search or ask a question
Topic

Social cognitive theory of morality

About: Social cognitive theory of morality is a research topic. Over the lifetime, 5842 publications have been published within this topic receiving 250337 citations.


Papers
More filters
Journal ArticleDOI
TL;DR: In this paper, the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship.
Abstract: Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character (character education, moral education) and educating for citizenship (citizenship education, civic education) are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship s...

346 citations

Journal ArticleDOI
TL;DR: Theory and research regarding moral motivation has focused for decades on the roles of moral reasoning and, to some extent, moral emotion as mentioned in this paper, however, several models of morality have positioned identity as an additional important source of moral motivation.
Abstract: Theory and research regarding moral motivation has focused for decades on the roles of moral reasoning and, to some extent, moral emotion. Recently, however, several models of morality have positioned identity as an additional important source of moral motivation. An individual has a moral identity to the extent that he or she has constructed his or her sense of self around moral concerns (e.g., moral values). This paper reviews theory and research linking moral identity to moral behavior and commitment. Additionally, it suggests several key unanswered questions about moral identity and provides recommendations for future research.

346 citations

Book
01 Jan 1953
TL;DR: In this article, the authors discuss individual and collective representations of moral truth, and the moral authority of the collective and the subjective representation of Morality in the context of individual reason and moral reality.
Abstract: Part 1: Individual and Collective Representations Part 2: The Determination of Moral Facts Part 3: Replies to Objections 1. The Condition of Society and the Condition of Social Opinion 2. Individual Reason and Moral Reality 3. The Feeling of Obligation 4. The Moral Authority of the Collective 5. Philosophy and Moral Facts 6. The Subjective Representation of Morality Part 4: Value Judgements and Judgements of Reality

345 citations

Journal ArticleDOI
TL;DR: The evolution of the concept of moral distress among nursing theorists is described from its initial delineation by the philosopher Jameton to its subsequent deployment as an umbrella concept describing the impact of moral constraints on health professionals and the patients for whom they care.
Abstract: Moral distress has received much attention in the international nursing literature in recent years. In this article, we describe the evolution of the concept of moral distress among nursing theorists from its initial delineation by the philosopher Jameton to its subsequent deployment as an umbrella concept describing the impact of moral constraints on health professionals and the patients for whom they care. The article raises worries about the way in which the concept of moral distress has been portrayed in some nursing research and expresses concern about the fact that research, so far, has been largely confined to determining the prevalence of experiences of moral distress among nurses. We conclude by proposing a reconsideration, possible reconstruction and multidisciplinary approach to understanding the experiences of all health professionals who have to make difficult moral judgements and decisions in complex situations.

344 citations

Book ChapterDOI
01 Jan 1973
TL;DR: In this paper, the authors address the question of the existence of adulthood stages and stage change in moral development, and suggest that there are moral stages that first appear in young adulthood (over 21).
Abstract: This chapter is addressed to the question of existence of adulthood stages and stage change in moral development. Stage change is defined as directed, sequential, qualitative transformations in psychological structure. The existence of adulthood psychological stage change is theoretically important since such change must be the result of experiential interaction with the environment, rather than being linked to biological maturation. Evidence of Piagetian cognitive stages indicates continuing development of formal thought past adolescence but no new postadolescent cognitive stage. In contrast, this chapter indicates that there are moral stages that first appear in young adulthood (over 21) in a longitudinal sample. These are the stages of principled moral reasoning (Stage 5, social contract utilitarian orientation and Stage 6, universal principles of justice orientation). An earlier study by Kohlberg and Kramer (1969) reported attainment of principled moral reasoning in high school followed by “retrogression” to a skeptical egocentric relativism. A scoring system which better differentiates structure from content indicates that this skeptical relativism is a transitional state between conventional and principled morality rather than a retrogression. It also indicates that the high school reasoning scored as principled was only an advanced form of conventional reasoning (Stage 4, member of society orientation). It was suggested that the nature of the experiences leading to adulthood development, e.g., to principled moral thought, were somewhat different than those involved in childhood and adolescent movement to the conventional stages of moral reasoning. Development of moral thought in childhood is an increasingly adequate comprehension of existing social norms and social ideals. Accordingly, it develops through the usual experiences of social symbolic interaction and role taking. In contrast, construction of principles seems to require experiences of personal moral choice and responsibility usually supervening upon a questioning period of “moratorium.” This view of adulthood moral stages linked to experience of personal choice suggests a rapproachement between Erikson's stage theory of adult development and a more cognitive-structural stage theory. This, in turn, invites speculation as to a more ontological or religious seventh stage which might correspond to Erikson's stage of integrity–despair.

342 citations


Network Information
Related Topics (5)
Ideology
54.2K papers, 1.1M citations
80% related
Social change
61.1K papers, 1.7M citations
77% related
Experiential learning
63.4K papers, 1.6M citations
76% related
Empirical research
51.3K papers, 1.9M citations
75% related
Social relation
29.1K papers, 1.7M citations
75% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202393
2022161
202121
202010
201948
201872