Socialization as a Way for Improving Student Morality Behavior

Abstract

This paper explores whether the college level educational institutions in Bangladesh ensure scopes enough to teach, learn and exercise morality behaviors from the part of the learners. The data were collected from the fifty participants of targeted population of a ‘X’ college of Bangladesh. A semi-structured questionnaire was used as data collection instrument and both qualitative and quantitative data were intended to receive. The sample was selected through snowball sampling procedure from the ‘Y’ department of ‘X’ college. ‘Y’ department was selected randomly. Then, data was analyzed on the basis of ratio and nominal scale to analyze the data.

Can Social Concern Theory Explain Quarantine-Related Misbehavior During the COVID-19 Pandemic? An Inquiry in the Urban Context of Iran

“…Changing the key components of social concern for the better, can be done through preventive initiatives of moral education, as social concern is, like most personality traits and preferences determined by a complex interplay between the (actual and perceived) environment and the individual (Elbau et al, 2019; Simons et al, 2011). From a developmental preventive point of view, implications should focus on increasing individuals’ moral capacities, empathy, connections with others, and care for others (Campbell-Phillips, 2020; Eisenberg et al, 2010; Kavussanu et al, 2020; Malti et al, 2016; Romero-Martínez et al, 2019; Stepien & Baernstein, 2006). Courses of moral education and empathy/sympathy training, especially among adolescents, can lead to the institutionalization of moral rules guiding prosocial behavior and provide the basis for increasing attention to the welfare and wellbeing of others.…”