SelfEmpowered, Responsible Thinking and Action

"Responsibility Theory centres on cultivating an internal locus of control, encouraging students to recognize themselves as being causal agents whose choices shape their learning, relationships, and consequences. When students successfully internalize this stance, their behavior shifts from reactive to reflective and from compliance‑driven to self‑directed, self-regulated, and self-managed actions (Bandura, 1986; Woolfolk, 1998; Purje, 2014). This Responsibility Theory-based intrinsic intellectual shift (in terms of changes in presenting behaviors)"

"informs that Responsibility Theory appears to act as a self-developmental catalyst (involving personal ownership of thoughts, behaviors, and actions), which finds the students presenting their enabled and self-directed learning behaviors similar to those described in the book Habits of Mind by Costa and Kallick (2000). Empirical classroom evidence has consistently shown that when Responsibility Theory is introduced, positive, constructive, and supportive individual and collective behaviors begin to emerge."

Responsibility Theory centers on cultivating an internal locus of control, prompting students to view themselves as causal agents whose choices shape learning, relationships, and consequences. Internalizing this stance shifts behavior from reactive and compliance-driven to reflective, self-directed, self-regulated, and self-managed actions. The theory acts as a self-developmental catalyst fostering personal ownership of thoughts, behaviors, and actions, producing enabled, self-directed learning behaviors akin to Habits of Mind. Empirical classroom evidence shows that introducing Responsibility Theory leads to spontaneous positive, constructive, and supportive individual and collective behaviors, naturalizing responsibility-based language and communication and producing sustained cultural change and higher levels of student engagement and learning.

Read at Psychology Today