Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality
Researchers have studied academic orientation—students’ valuing of and commitment to education—as in part a function of a cultural fit between students’ cultural capital, competencies, identity, and the institutional culture of the education system. Recent research on students’ aspirations and commi...
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ftdatacite:10.25384/sage.c.5788126.v1 2023-05-15T16:51:18+02:00 Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality Goff, Kerby Silver, Eric Sigfusdottir, Inga Dora 2022 https://dx.doi.org/10.25384/sage.c.5788126.v1 https://sage.figshare.com/collections/Academic_Orientation_as_a_Function_of_Moral_Fit_The_Role_of_Individualizing_Morality/5788126/1 unknown SAGE Journals https://dx.doi.org/10.1177/00380407211072428 https://dx.doi.org/10.25384/sage.c.5788126 Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/legalcode cc-by-4.0 CC-BY Education Sociology FOS Sociology article Collection 2022 ftdatacite https://doi.org/10.25384/sage.c.5788126.v1 https://doi.org/10.1177/00380407211072428 https://doi.org/10.25384/sage.c.5788126 2022-02-09T11:54:31Z Researchers have studied academic orientation—students’ valuing of and commitment to education—as in part a function of a cultural fit between students’ cultural capital, competencies, identity, and the institutional culture of the education system. Recent research on students’ aspirations and commitment highlights the moral undertones of such cultural fit. Scholars have identified the perceived moral connotations of becoming “an educated person” and illustrated how students’ academic orientation may be intertwined with the unique moral culture of the education system. Neoinstitutional scholars have examined modern education systems’ emphasis on an individualizing type of moral culture, that is, an institutional moral culture emphasizing individual autonomy, rights, and achievement over traditional mores, knowledge, and social hierarchies. Scholars have yet to bridge these streams of research by examining the link between students’ personal moral culture and the institutional moral culture of education systems. In this study, we consider whether students whose moral orientation matches the individualizing moral culture of education systems are more academically oriented. We conceptualize this link as moral fit , and we use moral foundations theory to identify students’ personal moral culture. Analysis of a unique sample of students drawn from all secondary schools in Iceland (N = 10,525) shows (1) individualizing moral intuitions (those that emphasize the individual as the basic moral unit) are associated with a greater academic orientation, net of parental involvement, cultural capital, and other important controls, and (2) this association is only lightly moderated by differences in the school structure. Article in Journal/Newspaper Iceland DataCite Metadata Store (German National Library of Science and Technology) |
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Education Sociology FOS Sociology |
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Education Sociology FOS Sociology Goff, Kerby Silver, Eric Sigfusdottir, Inga Dora Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
topic_facet |
Education Sociology FOS Sociology |
description |
Researchers have studied academic orientation—students’ valuing of and commitment to education—as in part a function of a cultural fit between students’ cultural capital, competencies, identity, and the institutional culture of the education system. Recent research on students’ aspirations and commitment highlights the moral undertones of such cultural fit. Scholars have identified the perceived moral connotations of becoming “an educated person” and illustrated how students’ academic orientation may be intertwined with the unique moral culture of the education system. Neoinstitutional scholars have examined modern education systems’ emphasis on an individualizing type of moral culture, that is, an institutional moral culture emphasizing individual autonomy, rights, and achievement over traditional mores, knowledge, and social hierarchies. Scholars have yet to bridge these streams of research by examining the link between students’ personal moral culture and the institutional moral culture of education systems. In this study, we consider whether students whose moral orientation matches the individualizing moral culture of education systems are more academically oriented. We conceptualize this link as moral fit , and we use moral foundations theory to identify students’ personal moral culture. Analysis of a unique sample of students drawn from all secondary schools in Iceland (N = 10,525) shows (1) individualizing moral intuitions (those that emphasize the individual as the basic moral unit) are associated with a greater academic orientation, net of parental involvement, cultural capital, and other important controls, and (2) this association is only lightly moderated by differences in the school structure. |
format |
Article in Journal/Newspaper |
author |
Goff, Kerby Silver, Eric Sigfusdottir, Inga Dora |
author_facet |
Goff, Kerby Silver, Eric Sigfusdottir, Inga Dora |
author_sort |
Goff, Kerby |
title |
Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
title_short |
Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
title_full |
Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
title_fullStr |
Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
title_full_unstemmed |
Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality |
title_sort |
academic orientation as a function of moral fit: the role of individualizing morality |
publisher |
SAGE Journals |
publishDate |
2022 |
url |
https://dx.doi.org/10.25384/sage.c.5788126.v1 https://sage.figshare.com/collections/Academic_Orientation_as_a_Function_of_Moral_Fit_The_Role_of_Individualizing_Morality/5788126/1 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
https://dx.doi.org/10.1177/00380407211072428 https://dx.doi.org/10.25384/sage.c.5788126 |
op_rights |
Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/legalcode cc-by-4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.25384/sage.c.5788126.v1 https://doi.org/10.1177/00380407211072428 https://doi.org/10.25384/sage.c.5788126 |
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