Moral issues, particularly bullying and academic dishonesty, are currently of great concern in education. The purpose of this study is to investigate the impact of social support, adjustment, and self-control on students’ morality levels. This quantitative study was conducted within the undergraduate program at the Faculty of Economics in Universitas Negeri Medan. Ninety-nine undergraduate students were selected for the study using a simple random sampling technique. The hypotheses underwent examination using SmartPLS 3.2.8 to conduct structural equation modeling (SEM) on the research model. Validity and reliability tests on research data were also applied to ensure the quality and prior hypotheses testing. The study’s results indicate that morality affects self-control and social support, including indirect social support. Additionally, social support influences self-adjustment, while it has no impact to self-control. The research emphasizes the significance of both internal factors, such as self-control, and external factors, such as social support, in shaping student morality.
Keyword(s) : morality
Cultivating ‘good’ practice or ‘best’ practice? Moralities for teacher education
This paper engages with the double meaning of ‘good’ in English. ‘Good’ can refer to the morally
correct choice, and it can also refer to high quality. The question then becomes whether these types
of ‘good-ness’ refer to the same thing in teacher education. Theoretical treatments of moral goodness
in education highlight morality as a social fact that changes with the times. In contrast, goodness
as quality is tested and measured through international comparisons which increasingly define
what counts as ‘quality’. In available research accounts of Russian education and Scottish education,
different kinds of ‘good-ness’ emerge, with the risk that they conflict. The conclusion reflects on how
we might and should prepare teachers for different versions of goodness and their contradictions.