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1.
We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; Mage = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors.  相似文献   

2.
With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences.  相似文献   

3.
The purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end.  相似文献   

4.
Abstract

In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ‘delinquent’ or ‘non‐delinquent’ characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental‐‐discussion of moral dilemmas; b) placebo‐‐social studies games; c) control. A month later Kohlberg's instrument was readministered.

Findings indicated that ‘delinquents’ and ‘non‐delinquents’ differed significantly (p = .001) on moral reasoning scores at both testing times. There was no statistically significant treatment effect (p = .06). Intelligence quotient was significantly and positively related to moral reasoning for ‘non‐delinquents’, but not for ‘delinquents’.  相似文献   

5.
The purpose of the present paper is to examine the teachers' cognitive structures through moral judgment schemas, as well as whether the above‐mentioned structures diversify among teachers, depending on education level, specialty, age, teaching experience, and gender. Moreover, another aim is to examine whether these cognitive structures can predict students' behaviors. Two hundred and fifty eight in‐service teachers (men, n = 83; women, n = 175; M age = 41.24, SD = 8.06; M experiences = 14.91, SD = 9.46), in elementary (n = 96), and intermediate education level (n = 158), participated in the study. The results revealed that the primary education teachers' moral judgment is based on the moral concepts of the maintaining norms schema, while the one of those of secondary education is rather based on the postconventional schema. Furthermore, the results of the present study revealed that age, experience, and gender do not constitute causes of diversification of moral concepts and that the personal interest schema can forecast any irresponsible behaviors on the part of the students.  相似文献   

6.
The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students.  相似文献   

7.
This research deals with the different psychological processes people undergo when they experience firsthand authentic moral conflicts. It also discusses the value of authentic moral conflicts in students’ moral development, and reasons for the ineffectiveness of moral education in China. The main reason for the unsatisfactory effects of moral education in China over a period of time lies in the predominance of virtual moral education. In authentic situations, the proper arrangement of moral conflicts requires careful analysis of values hidden in the prearranged or generated moral conflicts so as to utilize, guide, and control them properly. Such arrangement of moral conflicts should be adapted to students’ life experience for deepening their understanding of the moral aspects of life. Also, special attention should be attached to students’ varied requirements, thus leaving enough options and space for their independent participation in activities of moral education. __________ Translated from Educational Research, 2005(3)  相似文献   

8.
The current study of US intercollegiate athletes (n = 1066) involved in multiple sports investigated relationships among moral (moral reasoning maturity, moral value evaluation [MVE], and moral identity), contesting (partnership and war orientations) and behavioral (prosocial and antisocial) variables in sport. Among other relationships, results demonstrated that prosocial behavior was positively correlated with moral reasoning maturity, higher appreciation of moral values, moral identity and a partnership contesting orientation. In contrast, antisocial behavior was negative correlated with moral reasoning maturity, MVE, moral identity and a partnership orientation. In addition, antisocial behavior was positively correlated with a war contesting orientation. Regression analyses demonstrated that prosocial behavior was best predicted by the partnership contesting orientation and moral identity; antisocial behavior was best predicted by the war orientation followed closely by moral identity. Results are discussed in relation to Kohlbergian moral theory and contesting theory.  相似文献   

9.
This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won’t the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress.  相似文献   

10.
Moral elevation is described as a state of positive emotion that includes uplifting feelings, positive views of humanity and a desire to be a better person. Numerous empirical studies have demonstrated that elevation has powerful effects on people’s moral intention and behavior. The next step is to investigate how to maximize the emotion of elevation. According to the evolution of moral elevation research and the theory of moral disgust, we hypothesized that the consequences of moral action would influence moral elevation. The results of two studies in the present research (Study 1: N = 122, average age = 36.96 years; Study 2: N = 232, average age = 23.93 years) demonstrated that moral acts with good consequences were more effective in inducing moral elevation than moral acts with bad consequences. The implications for research and practice are discussed.  相似文献   

11.
BackgroundRobust evidence suggests a strong association between juvenile victimization and delinquency. Yet, there is a lack of research on the protective factors at the individual level that may buffer the relationship between victimization and delinquent behaviors.ObjectivesThis study adopted a positive psychology perspective to examine the effects of three types of personal strength (self-regulation, interpersonal, and intellectual) on the relationship between different types of victimization and delinquency.Participants and SettingData were collected from 631 Chinese migrant children (mean age = 10.52 ± 0.92 years) via convenience sampling.MethodsParticipants completed a self-reported questionnaire that assessed experiences of victimization in family, interpersonal, and community settings, involvement in delinquent behaviors, and personal strengths.ResultsThe prevalence of different delinquent behaviors was significantly higher in the victimization groups than in the non-victimization groups. Regression analyses revealed that all three types of personal strength served as direct predictors of delinquency (Bself-regulation = −0.46, SEself-regulation = .09, p < .001; Binterpersonal strength = −0.23, SEinterpersonal strength = .06, p < .001; Bintellectual strength = −0.19, SEintellectual strength = .05, p < .001), while self-regulation further moderated the victimization-delinquency relationship. When self-regulation was high, the association between victimization and delinquency was significantly weaker than when self-regulation was low.ConclusionsOur findings suggest that personal strengths are important protective factors for youth exposed to experiences of victimization. Identifying methods to help victims recognize, develop, and use their personal strengths should be integral to support and intervention efforts for young victims.  相似文献   

12.
This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions.  相似文献   

13.
ABSTRACT

Environmental awareness and ethical moral reasoning are important aspects of the engineering profession. Yet, engineering programmes have been struggling to teach these topics and measure the effectiveness of these educational interventions. In this study, we tested the effectiveness of two independent measures of environmental awareness and moral reasoning. We conducted pre-and post-test in two groups (experimental and control). Our sample was 84 students in the control group and 152 students in the experimental group. Data were collected with a survey. Results suggest the instruments were effective in measuring changes in scores, although they presented some limitations. Based on our results, we discuss implications for education practice and policy.  相似文献   

14.
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15.
Previous research has suggested that moral disengagement is strongly associated with bullying and bystander behavior. The current study evaluated the effectiveness of a 5‐week classroom‐wide bullying intervention, The Bullying Literature Project‐Moral Disengagement Version (BLP‐MD), on moral disengagement and bullying among elementary school students. A quasiexperimental design was used to evaluate the effectiveness of the BLP‐MD. A sample of 84 third grade students (Mage = 7.93 years, 53.6% female) from four classrooms and their teachers participated in this study. The results revealed significant time by treatment interactions for decreasing both victimization and moral disengagement in treatment classrooms compared to waitlist control classrooms. The program also resulted in improved perception of peer friendships and was rated as having high social validity for both students and their teachers. How to incorporate the BLP‐MD into the general language arts curriculum to decrease moral disengagement and bullying, and promote positive bystanding is discussed.  相似文献   

16.
ABSTRACT

This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to show how an exemplar-based account of moral education can handle both problems without compromising its structure and upshot.  相似文献   

17.
We investigated how adolescents (sixth-graders, N = 357) morally evaluated hypothetical bullying and defending protagonists and whether these evaluations related to behavior in bullying as nominated by peers. Exploratory factor analysis (EFA) resulted in four factors for the evaluation of the hypothetical bullies: Evil soul, Contempt, Cowardice, and Deviance, and five factors for the evaluation of the hypothetical defender: General admiration, Courage, Cool, Empathic care, and Fair justice. Corresponding scales were constructed. The findings showed that bullying positively correlated with evaluating the hypothetical bullies using Cowardice while victimization positively correlated with evaluating the hypothetical defender in terms of General admiration, Empathic care, and Fair justice. MANOVA for each of the two sets of the evaluative scales indicated that behavioral status (bully, victim, defender, or uninvolved) had a significant effect on the moral evaluation of hypothetical bullies, and no significant effect on the moral evaluation of the hypothetical defender.  相似文献   

18.
Positive psychology has significantly influenced studies in the fields of moral philosophy, psychology and education, and scholars in those fields have attempted to apply its ideas and methods to moral education. Among various theoretical frameworks, virtue ethics is most likely to connect positive psychology to moral educational studies because it pursues eudaimonia (flourishing). However, some virtue ethicists have been concerned about whether the current mainstream concept of positive psychology can apply directly to moral education because it focuses on subjective aspects of happiness, but not its objective and moral aspects. Thus, I will consider whether the concept of purpose, which was investigated recently by a group of psychologists and emphasizes both subjective and objective aspects of happiness, can address this issue. I will examine whether purpose is a moral virtue contributing to flourishing, consider if its nature is possibly a second-order virtue and whether it is distinguishable from other second-order virtues.  相似文献   

19.
Although historians of psychological and educational sciences have not completely neglected early research in the field of morality testing, European contributions to the measurement of ethical judgement and moral feeling have not received much historical attention. In this paper, two principal, experimental paradigms that emerged in early European research are described and framed within their sociopolitical contexts. From 1910 to 1930, European researchers administered the justification test, wherein deviant youngsters were asked to justify fictitious moral decisions; and the ranking test, wherein subjects were asked to arrange moral transgressions by order of their seriousness. Both tests sought to contribute to the contemporary fight against juvenile delinquency. The justification test was devised to support political pleas for upping the age of legal responsibility. The ranking test sought to introduce a scientifically based selection and classification system for difficult youths.  相似文献   

20.
This study extends research on moral reasoning competence in juvenile delinquents to their practical reasoning and perception of an institutional moral atmosphere in order to find out whether a delay in moral competence is one of the causes of the offence or one of the consequences of institutionalization or both. The study involved 64 delinquent adolescents from a modern, humane, high security detention centre and 81 secondary school pupils, all males. Delinquent adolescents exhibited lower moral competence than non‐delinquents, particularly in the value area ‘obeying the law’, but the difference was smaller than previously reported. Juvenile delinquents' perception of the moral atmosphere in the detention centre was no lower than that of pupils regarding their school and their low moral competence could not be attributed to a poor moral atmosphere in the centre. Thus, the small delay found in moral competence is likely to precede detention. In both the delinquent and pupil groups perception of a poor moral atmosphere was a more important indicator of self‐reported antisocial behaviour than low moral competence. Our conclusion is that improving the perception of the institutional moral atmosphere in school and in prison is more likely to reduce antisocial behaviour among adolescents than only improving their moral competence.  相似文献   

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