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) : self-control
Psychological readiness for management and self-control of behavior as components of the potential competitiveness of senior pupils
The authors conduct a comparative analysis of the concepts «psychological readiness for
management» and «self-control of behavior», considering them as necessary and interrelated
components in the structure of the potential competitiveness of senior pupils. An empirical research
using the test-questionnaire of psychological readiness for management in a modification of M.N.
Sharafutdinova (PRM-S) and the questionnaire “Style of self-control of behavior” of V.I. Morosanova
conducted on a sample of senior pupils (n = 315). Numerous statistically significant connection of
components of psychological readiness for management and styles of self-control were revealed.
All indicators of psychological readiness for management are connected with the general level
of self-control of senior pupils. Statistically significant correlation were discovered between the
general level of self-control and such components of psychological readiness for management as
“achievement orientation”, “analytical thinking”, “initiative”, and “conception thinking”. The results
show that such values-based orientations of a senior pupils as his striving for work’s high results, a
versatile analysis of his actions, a tendency to use all the existing possibilities of the current situation
to achieve a goal, as well as many other values in the field of management, organically connected
with the ability of senior pupils for self-control of behavior.
Independent work as a form of developing students’ creative potential
Self-study (individual work) in optional classes is one of the most important forms to arrange learning activities aimed at the development of students’ creative potential, development of knowledge, ability and skills in the field of specific subjects, development of their personal qualities, informative processes, informative abilities as well as traits of character. The main types of Self-study (individual work) in optional classes are classroom and out-of-class individual work which, in turn, can be head-on, individual, group, collective and also reproductive, research and creative. The great value during self-study by students is given to students’ self-check and teacher’s control. This study demands efforts, heavy expenses and time of students. During such work there is also formation of skills, abilities, tastes to the creative approach in educational, scientific and practical work of students by personal search and active and strong interest in acquisition of knowledge.