THE RELATIVE CONTRIBUTION OF MORAL CHARACHTER, PATTERNS OF MOTIVATION, AND META - BEHAVIOR IN THE PROSOCIAL BEHAVIOR OF UNIVERSITY STUDENTS

فتح الله, هناء

doi:10.21608/jsre.2022.145067.1479

THE RELATIVE CONTRIBUTION OF MORAL CHARACHTER, PATTERNS OF MOTIVATION, AND META - BEHAVIOR IN THE PROSOCIAL BEHAVIOR OF UNIVERSITY STUDENTS

Document Type : Original Article

Author

هناء فتح الله

جامعة بنها

10.21608/jsre.2022.145067.1479

Abstract

The present study investigate the contribution of moral character (Guilt Proneness, honesty / humility - - moral identity) according to (Cohen & Morse, 2014), and patterns of motivation according self-determination theory, and meta- behavior (knowledge skill - strategy skill) according to (Rahman & Abdullah, 2013) in prosocial behavior (Prosocial actions - affective) and the total score according to (Kanacri et al., 2021). the sample consisted of (400) Male and female of the third year, at Benha Faculty of Education, the tools: moral character scales (Guilt Proneness Scale Cohen et al., 2014 - the honesty / humility scale De Vries , 2013 - and the moral identity scale Aquino & Reed, 2002) translated by author, And Motivation Patterns Scale ; meta-behavior scale and prosocial behavior scale (prepared by author), by using Multiple Stepwise Regression Analysis , the results indicated: There is a positive, statistically significant effect of the meta- behavior and moral identity, Honesty / humility, and intrinsic motivation on of Prosocial actions, which together contribute to the explanation of 49.4% of the total variance, and a positive statistically significant effect was found for meta- behavior, intrinsic motivation, and moral identity on affective dimention and negative statistically significant effect of A motivation, which together contribute to explaining 45.7%. There was also a positive statistically significant effect of meta- behavior, moral identity, intrinsic motivation, honesty/ humility on the overall degree, and a negative statistically significant effect of A motivation and collectively they contribute to explaining 51.5% of total prosocial behavior.

Keywords

Main Subjects

Educational psychology

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