Gender and contextual differences in social responsibility in Thai schools: a multi-study person versus situation analysis
Social responsibility has been linked to the moral development of students, but little prior research has examined how personal and situational variables influence students' willingness to show care and concern for social issues that reflect higher levels of moral development. We theorised and...
| Authors: | ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2017]
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| In: |
Journal of beliefs and values
Year: 2017, Volume: 38, Issue: 1, Pages: 45-62 |
| Standardized Subjects / Keyword chains: | B
Thailand
/ School
/ Pupil
/ Pupil
/ Social responsibility
|
| RelBib Classification: | AH Religious education KBM Asia NCC Social ethics |
| Further subjects: | B
Social Responsibility
B field of study B Gender B Thai schools B school type |
| Online Access: |
Volltext (Verlag) |
| Summary: | Social responsibility has been linked to the moral development of students, but little prior research has examined how personal and situational variables influence students' willingness to show care and concern for social issues that reflect higher levels of moral development. We theorised and tested the hypotheses that females would endorse social responsibility to a greater extent than males, and that school/programme context would moderate this relationship. In Study 1, levels of social responsibility were greater for girls than boys and in academic versus vocational high schools, and school type moderated levels of social responsibility for boys. Study 2 replicated the male-female difference in social responsibility, and demonstrated greater differences in social responsibility across university academic programmes for female than male students. These studies expand the understanding of personal versus situational influences on social responsibility and their implications for moral education in schools. |
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| ISSN: | 1469-9362 |
| Contains: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2016.1237251 |