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1
Buenvinida, Lerma P., and Rea G. Tamayo. "School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance." Advances in Social Sciences Research Journal 7, no. 6 (July 3, 2020): 661–70. http://dx.doi.org/10.14738/assrj.76.8507.
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This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.
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Stevens, Rita, and William White. "Impact of Teachers' Morale on the Classroom." Perceptual and Motor Skills 65, no. 3 (December 1987): 767–70. http://dx.doi.org/10.2466/pms.1987.65.3.767.
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The attitude and morale of 191 teachers in 15 school districts was measured by Rotter's Locus of Control Scale and White and Stevens' Survey of Teacher Morale. The Locus of Control score and three semantic differential variables generated from factor analysis of responses to 10 teacher concepts were placed in the stepwise regression analysis of the Standardized California Achievement Test scores in reading or language arts for each classroom. The multiple correlation of .22 was nonsignificant between locus of control scores, teachers' morale scores, and students' achievement scores.
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Aztekin, Serdar, and Haci Bayram Yilmaz. "THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS’ MATH ACHIEVEMENT IN 45 COUNTRIES." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 8–20. http://dx.doi.org/10.33225/pec/14.62.08.
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This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources’ effects on students’ mathematical literacy were investigated. The results revealed that 23% of the total variance in the literacy scores is attributable to between-countries, 34% of the variance is attributable to between-schools and the remaining 43% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students’ performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies. Key words: human resources, material resources, PISA 2012, hierarchical linear model.
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Raudenbush, Stephen W., Brian Rowan, and Sang Jin Kang. "A Multilevel, Multivariate Model for Studying School Climate With Estimation Via the EM Algorithm and Application to U.S. High-School Data." Journal of Educational Statistics 16, no. 4 (December 1991): 295–330. http://dx.doi.org/10.3102/10769986016004295.
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In many studies of school climate, researchers ask teachers a series of questions, and the responses to related questions are averaged or summed to create a scale score for each teacher on each dimension of climate under investigation. Researchers have disagreed, however, about the analysis of such data: Some have utilized the teacher as the analytic unit, and some have utilized the school as the unit. In this article, we propose a three-level, multivariate statistical modeling strategy that resolves the unit-of-analysis dilemma and unifies thinking about the analysis in such studies. A reanalysis of U. S. high-school data illustrates how to estimate and interpret: (a) the level of interteacher agreement on each climate dimension; (b) the internal consistency of measurement at the teacher and school levels; and (c) the correlations among “true” climate scores at each level. A linear model analysis utilized teacher control over school and classroom policy and teacher morale as bivariate latent outcomes to be predicted by school-level variables (e.g., sector, size, composition) and by teacher-level variables (e.g., education, race, sex, subject matter). Implications for conceptualization, design, analysis, and interpretation in future studies of school climate are considered.
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Gonzales, Miguel, and Maria Roberts. "Franchise model schools: rethinking educational practices and structures." Development and Learning in Organizations: An International Journal 34, no. 2 (December 2, 2019): 41–44. http://dx.doi.org/10.1108/dlo-08-2019-0196.
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Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
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Uysal, Sengul, and Koksal Banoglu. "Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?" Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 201–13. http://dx.doi.org/10.18844/cjes.v13i2.3196.
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This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement.
Keywords: PISA, CHAID, mathematics, homogeneity.
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Özbuğutu, Emrah. "An Investigation into Anxiety about the Science Lesson Through a Mixed Model." Journal of Education and Learning 10, no. 1 (January 26, 2021): 104. http://dx.doi.org/10.5539/jel.v10n1p104.
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This study was conducted with a total of 158 students from 6th, 7th and 8th grades in two different secondary schools located in Siirt in the academic year of 2020-2021 to examine students’ anxiety about the science lesson in terms of various variables and to determine the reasons for science anxiety. The study was conducted on the basis of a mixed design. While quantitative data were collected using the “Science Anxiety Scale (SAS)” and qualitative data were collected using the “Anxiety Form”. Through the SAS, the anxiety levels of the students were determined and the relationship between the scale anxiety score and gender, grade levels, income levels and type of school was examined. The data collected by the SAS were analysed using the SPSS 26 package program. The content analysis of the data collected with the anxiety form was carried out. It was determined in the quantitative part of the research that there is no significant relationship between science anxiety and gender, 6th-grade students have higher science anxiety in the environmental sub-dimension compared to 7th and 8th-grades, and there is a significant relationship between family income level and type of school and anxiety scores, science anxiety decreased as the income level increased, and students studying at private school had less science anxiety. Based on the qualitative data of the study, anxieties of the study are mainly related to the science lesson, notably related to the exam, rote learning, hardness of lessons, the anxiety of falling behind in the class, and the homework. However, while some students have anxiety about the attitude and questions of teachers, others are instinctively anxious about giving wrong or no answers arising from attitudes and morale. While 3% of the students are anxious about everything, 14.9% are anxious about nothing. Their responses to the items of the questionnaire and the anxiety form are close in proportion, so it has been concluded that the quantitative and qualitative data of the study support each other.
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Smith, Delores E. "The Educational Structure and the Self-Image of Jamaican Adolescents." Psychological Reports 72, no. 3_suppl (June 1993): 1147–56. http://dx.doi.org/10.2466/pr0.1993.72.3c.1147.
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The Offer Self-image Questionnaire was used to assess the self-image of 141 Jamaican adolescents attending three types of secondary (High, Technical, and New Secondary) schools in Jamaica. Owing to the different status given each type of school, differences among students' self-perceptions were hypothesized as a function of the type of secondary school they attended. Analysis showed significant differences on dimensions of the self-image of Jamaican adolescents relative to the hierarchical status afforded their respective schools. Adolescents attending the more prestigious (High) schools scored significantly better than peers from the less prestigious Technical and New Secondary schools on eight self-image dimensions of impulse control, emotional tone, social relationships, morals, sexual attitudes, vocational and educational goals, emotional health, and superior adjustment. Students from Technical schools had significantly better adjustment scores than New Secondary students on social relationships, sexual attitudes, and emotional health. Results are discussed with regard to the Jamaican cultural, educational and economic setting. International implications are noted.
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Kim, Mikyong Minsun, and Margaret Placier. "Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools." education policy analysis archives 12 (February 4, 2004): 5. http://dx.doi.org/10.14507/epaa.v12n5.2004.
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Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.
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B, Muhammad Rusmin. "KORELASI ANTARA POLA PEMBINAAN AKHLAK DENGAN PERILAKU PESERTA DIDIK KELAS XI PONDOK PESANTREN DARUL AMAN GOMBARA MAKASSAR." Inspiratif Pendidikan 9, no. 1 (May 11, 2020): 46. http://dx.doi.org/10.24252/ip.v9i1.13753.
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The results of the moral development of the students of class XI of the Darul Aman Gombara Islamic Boarding School in Makassar are quite good. This is based on a questionnaire distributed and interviews with several teachers, not found any students who have committed acts that violate the norms of behavior / morals. Behavior of students of class XI Darul Aman Gombara Makassar Islamic Boarding School which obtained the highest score was 87 and the lowest score was 67. The average value obtained from 30 students was 78.3. So it can be concluded that the behavior of students of class XI Darul Islamic Boarding School safe in Gombara Makassar is included in both categories. The relationship between moral development and the behavior of students in class XI Darul Aman Gombara Islamic Boarding School Makassar, namely the level of relationship is classified as very strong. In the correlation coefficient table and the t test results obtained rtable is 0.99> 0.361, then H0 is rejected and H1 is accepted. This can be concluded that there is a correlation or the relationship between moral development with the behavior of students of class XI Darul Aman Gombara Islamic Boarding School in Makassar, with a very strong correlation level.
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Romance, Thomas J., Maureen R. Weiss, and Jerry Bockoven. "A Program to Promote Moral Development through Elementary School Physical Education." Journal of Teaching in Physical Education 5, no. 2 (January 1986): 126–36. http://dx.doi.org/10.1123/jtpe.5.2.126.
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This study examined the effectiveness of a specially designed physical education program on the moral development of elementary-age students. Two fifth-grade physical education classes (N = 32) served as control and experimental groups, and participated in identical physical activities during an 8-week program. The experimental group was exposed to special teaching strategies designed to foster moral growth whereas the control group was not. Moral reasoning data were gathered using pre- and posttest interviews. A test of homogeneity of variances on pretest scores revealed that the two intact classes were equivalent on the pretest moral measures. Consequently, a t test was appropriately employed to compare gain scores between the experimental and control groups. T test analyses on the moral reasoning gain scores showed significant differences between the groups in moral growth, with the experimental group showing greater improvement in sport, life, and overall moral reasoning. T tests conducted on within-group changes showed significant pre- to posttest improvement for the experimental group in sport and overall moral reasoning. Concomitant growth did not occur in the control group. These results indicate that a specific program designed to promote moral development through physical education can affect changes in levels of moral growth.
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Dai, Yong, Rebecca F. Nolan, and Barzanna White. "Response to Moral Choices as a Function of Self-Esteem." Psychological Reports 90, no. 3 (June 2002): 907–12. http://dx.doi.org/10.2466/pr0.2002.90.3.907.
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This study investigated the relationship between self-reported self-esteem and academic moral choice by 162 middle school students enrolled in Grades 6, 7, and 8 of public institutions. They were presented nine moral situations (five are school-related) and the Coopersmith Self-esteem Inventory (School Form). Analysis indicated that four of the five school-related moral situations were statistically significantly related to scores of self-esteem. Students reporting higher self-esteem were more likely to make a moral choice in a given academic situation. It is recommended that support of academic honesty can be encouraged by increasing youth self-esteem.
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Dereli, Esra. "The relationship between prosocial behaviours, aggression types and moral—social rule knowledge in preschool children." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 42–55. http://dx.doi.org/10.18844/cjes.v14i1.3642.
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The objective of the present study was to investigate prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. The study sample included 310 children (154 female and 156 male), who were attending a pre-school education institution during the 2017–2018 academic year. A personal information form, Pre-School Social Behavior Scale-Teacher Form and Moral and Social Rule Knowledge Perception Scale were used as data collection instruments. The data were analysed with descriptive analysis, Pearson product-moment correlation coefficient and stepwise regression analysis. In the study, it was determined that there were moderate significant correlations between prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. It was also determined that prosocial behaviour and aggression types scores of the children significantly predicted their moral and social rule knowledge perception scores.
Keywords: Prosocial behaviours, aggression types, moral rule knowledge, social rule knowledge.
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King, Alan R. "Family Environment Scale Predictors of Academic Performance." Psychological Reports 83, no. 3_suppl (December 1998): 1319–27. http://dx.doi.org/10.2466/pr0.1998.83.3f.1319.
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Relationships between high school and college academic performance and Family Environment Scale scores were examined within a sample of 346 college students. Low high-school grade point averages (GPA<2.5) were two to four times as common among students with high Conflict, or low Expressiveness, Cohesion, or Recreation scores. Moral–Religious subscale scores were also associated with favorable high school academic performance as well as increased college classroom attendance. Control variables included the Beck Depression Inventory, Shipley Institute of Living Scale, and reports of parental divorce or bereavement histories. A primary objective was achieved in providing simple guidelines for the identification of students at high risk for psychosocial problems using the Family Environment Scale.
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Marsofiyati, M., and Roni Faslah. "ANALYSIS FACTORS THAT AFFECTING THE WORK COMMITMENT OF TEACHERS." Jurnal Pendidikan Ekonomi dan Bisnis (JPEB) 3, no. 2 (May 21, 2017): 14. http://dx.doi.org/10.21009/jpeb.003.2.2.
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The purpose of this research is to analyze the factors that affecting the work commitment of teachers.The research use descriptive quantitative method. The problem are the teachers who work without commitment, just to teach according to what was ordered by the principal. By having a high work commitment that is evident in the behavior of painstaking work, passionate, integrity of the work, responsibility, and maintain morale as educators. The results are: commitment to working both seen from the achievement an average score of 71.61, completion of the task is the highest factor in teachers' work commitment with an average score of 79.67, and development of self-efficacy is the lowest factor in teachers' work commitment with an average score of 73.00.Suggestions are: schools should give rewards to the teachers who complete the task on time and to sanction teachers who did not complete the task on time, provide education and training to the teachers continuously and sustainably as efforts to develop self-efficacy ofteachers, the teacher involvement in school activities further improved, so that the visible concern for the fate of school teachers and Teacher work program should be set up and executed in accordance with a predetermined plan.
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Güner, Halim. "Examining the Moral Foundations of High School Students." World Journal of Education 10, no. 6 (December 12, 2020): 1. http://dx.doi.org/10.5430/wje.v10n6p1.
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This research was carried out as Study-1 and Study-2. In both studies, it was aimed to examine the factors that form the foundations of high school students' moral perception. In Study-1, data were collected with the Moral Foundations Questionnaire. In Study-1, high school students saw the concepts of Harm/Care, Fairness, Ingroup/Loyalty, Authority/Respect, and Purity/Sanctity related to morality and formed their judgments on social life basing on these foundations. In addition, it was observed that women got significantly higher scores than men in harm/care and fairness sub-factors. In Study-2, the moral perceptions of high school students were examined with open-ended questionnaire questions. According to the analysis of the results of the answers to open-ended questions, high school students highlighted the fields of social morality and sexual morality. Apart from these two areas, they also touched upon the areas of violent morality and individual morality. Thus, four areas of morality were identified in Study-2. In addition, it was observed that women in social morality and men in violent morality came to the fore negatively. In sexual morality, moral problems of women came to the fore in some codes and moral problems of men came to the fore in some codes. As a general result, it was seen in both studies that the foundations of high school students' moral perceptions were built on similar moral foundations.
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Bredemeier, Brenda Jo Light. "Children's Moral Reasoning and Their Assertive, Aggressive, and Submissive Tendencies in Sport and Daily Life." Journal of Sport and Exercise Psychology 16, no. 1 (March 1994): 1–14. http://dx.doi.org/10.1123/jsep.16.1.1.
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The purpose of this study was to investigate the relationship between children's moral reasoning and their assertive, aggressive, and submissive action tendencies in sport and daily life contexts. The 106 fourth- through seventh-grade children were asked to reason about hypothetical sport and daily life moral dilemmas and to respond to two behaviorally validated, self-report instruments designed to assess action tendencies in sport and daily life conflict situations. Multiple regression analyses indicated that moral reasoning scores were predictive of action tendencies, with reasoning positively related to assertion and negatively related to aggression. Results were interpreted in light of a congruence between Haan's (1978) descriptions of moral levels and the moral implications of the action tendencies under consideration. Gender and school-level differences in action tendencies were also noted; no gender or school-level differences in moral reasoning were found.
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Illiyyina, Illiyyina, Farial Farial, and Eka Sri Handayani. "TEKNIK MODELING UNTUK MENINGKATKAN AKHLAKUL KARIMAH SISWA DI SEKOLAH SMPN 3 BANJARBARU DENGAN LAYANAN BIMBINGAN KELOMPOK." JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN 6, no. 1 (June 10, 2020): 15. http://dx.doi.org/10.31602/jbkr.v6i1.2159.
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Akhlak memiliki kedudukan penting dalam perkembangan perilaku siswa zaman sekarang, kepintaran siswa harus memiliki kedudukan yang seimbang dengan akhlak yang dimilikinya, sebab di masa sekarang kepintaran tidak menjamin apapun jika tidak diikuti dengan akhlak yang terpuji atau Akhlakul karimah, Tujuan penelitian ini adalah untuk meningkatkan akhlakul karimah siswa VIII F SMPN 3 Banjarbaru dengan teknik modeling dalam layanan bimbingan kelompok. Penelitian ini adalah penelitian esperimen yaitu pre-eksperimental design one-group pretest dan post-test dengan sampel 8 siswa yang memiliki skor terendah untuk diberikan perlakukan layanan bimbingan kelompok dengan teknik modeling. Berdasarkan hasil penelitian tingkat Akhlakul Karimah siswa kelas VIII F SMPN 3 Banjarbaru sebelum diberikan teknik modeling dalam penggunaan layanan bimbingan kelompok rata-rata skornya adalah 319,125 (73,125) dan sesudah diberikan teknik modeling dalamm penggunaan layanan bimbingan kelompok maka diketahui hasilnya ada;ah sebanyak rata-rata 339,5 (77,875). Diharapkan penelitian ini menjadi rujukan kepada guru bimbingan dan konseling untuk meningkatkan akhlakul karimah siswa disekolah dengan teknik modeling dalam layanan bimbingan kelompok. Bagi siswa memberi gambaran akan pentingnya akhlakul karimah disekolah maupun masyarakat agar menjadi referensi kepada penelitian selanjutnya untuk menelitia permasalahan ini._________________________________________________________Morals have an important position in the development of student behavior today, the intelligence of students must have a balanced position with the morals they have, because in this time intelligence does not guarantee anything if it is not followed by praiseworthy morals or moral morals, the purpose of this study is to improve moral morals VIII F students of SMPN 3 Banjarbaru with modeling techniques in group guidance services. This research is an experimental study, namely pre-experimental one-group pretest and post-test design. The results showed that before modeling techniques were used in the use of group guidance services, the average score was 319,125 (73,125) and after modeling techniques were used in the use of group guidance services, it was known that there were an average of 339.5 (77,875). It is hoped that this research will become a reference to the Guidance and Counseling Teachers to improve the morality of the students in schools with modeling techniques in group guidance services. For students, it gives an idea of the importance of moral morals in schools and in the community because of the basic morals of the key faith of success. For students, in order to be a reference to further research to examine this problem
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Jia, You Liang. "Design and Implementation of University Human Resources Management Platform Based on YII." Applied Mechanics and Materials 536-537 (April 2014): 1726–28. http://dx.doi.org/10.4028/www.scientific.net/amm.536-537.1726.
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University human resources management is an important part of school management. To summarize, teachers can be managed through a set of scientific and effective method to strengthen the school connotation of the construction of the strategic target. For numerous schools, facing more challenge and competition, in the "survival of the fittest", the "fittest" under the natural law of survival and development, to learn the advanced management experience and management technology, has become urgent and important task of school. In the center of the "people-oriented", "humanistic management" of today, human resource management has become an important factor of success of the school connotation development. Evaluation model is widely used in our common life, which can undertake assessment of a decision and personnel factors, and assessment or evaluation algorithm types are also abundant, including the factor method, fuzzy comprehensive evaluation [, the analytic hierarchy process (ahp), and some algorithm based on artificial intelligence (ai), all these algorithms are effective to solve part of the problem domain. The evaluation of teachers' professional ability involve more factors, including some subjective factors, such as personal moral, lifestyle, ambition, etc., and some objective factors such as working length of service users, specialty, education, scientific research, honors won, etc. If we only use the grade staff to do so, the measurement result of a grade may be affected because of personal emotions, and if we simply evaluate from the objective factors, which may lead to stylized, strengthening the results, lighting the evaluation of the masses .So for teachers' evaluation, we do from these two aspects at the same time, setting subjective and objective factors according to each assessment scheme. For subjective factors, we invite the marker personnel to score by our measurement system based on the subjective factors of scores, and for the objective factors, automatic gradings of staff are done according to the set of weights of objective factors, score, and accumulative number of grading in the scheme of the measurement. We adjust the proportion according to the previous results, as well as the evaluation scheme, to get the sorting and evaluating list of the measured personnel.
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Sotelo, María José. "Sex Differences in Self-Concept in Spanish Secondary School Students." Psychological Reports 87, no. 3 (December 2000): 731–34. http://dx.doi.org/10.2466/pr0.2000.87.3.731.
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The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.
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Fisherman, Shraga. "Cognitive Complexity and Ego Identity in Talented Israeli Adolescent Boys." Gifted Education International 15, no. 3 (May 2001): 291–301. http://dx.doi.org/10.1177/026142940101500307.
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Ego identity was defined by Erikson as a one-dimensional and continuous variable. The concept was expanded by Marcia, becoming a two-factor dichotomous variable which yields a typology. Tzuriel went a step further, constructing a complex, multi-factor continuous variable. It seems that, in order to consolidate so complex an identity, an adolescent must have many cognitive and combined abilities, such as processing and organization of information, induction and deduction, and decision-making. The assumption underlying the present study is that gifted adolescent boys with high levels of cognitive complexity will have consolidated and complex ego identities. Eighty-five adolescent boys studying at a school for the talented, and 27 adolescent boys studying at a regular school filled out ego identity questionnaires and cognitive complexity questionnaires. The results showed that the talented boys had higher cognitive complexity scores than the others. Furthermore, relative to the regular-school pupils, the talented boys scored higher on two dimensions of ego identity: (a) meaningfulness versus alienation and (b) naturalness and truthfulness. No significant differences were found on the other dimensions of identity. Meaningfulness and truthfulness are the most ideological and central dimensions of male adolescent identity, especially at age 15. At this age, a boy's moral development and interest in moral issues peaks. He is less interested in issues of vocational commitment. This explains why significant differences were found on the two cited dimensions only. There is reason to expect that, at later stages of adolescence differences would be found on additional dimensions of identity.
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Beller, Jennifer M., and Sharon Kay Stoll. "Moral Reasoning of High School Student Athletes and General Students: An Empirical Study versus Personal Testimony." Pediatric Exercise Science 7, no. 4 (November 1995): 352–63. http://dx.doi.org/10.1123/pes.7.4.352.
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The purpose of this study was to analyze cognitive moral reasoning of high school student athletes and their nonathlete peers (n = 1,330). Students were evaluated with the Hahm-Beller Values Choice Inventory in the Sport Milieu. Nonathletes (NA) scored significantly higher (M = 67.75, SEM = 0.39) compared to team sport (TS) athletes (M = 62.10, SEM = 0.40). Females scored significantly higher (M = 68.78, SEM = 0.34) than males (M = 60.97, SEM = 0.38). Female NA (M = 69.54, SEM = 0.33) and female TS athletes (M = 67.50, SEM = 0.35) scored significantly different compared to male TS athletes (M = 59.21, SEM = 0.42). This study supports cognitive research data of collegiate athlete populations. Interscholastic athletes reason from a less consistent, impartial, and reflective moral reasoning than do nonathletes.
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Topno, Ignatius, and Shweta Jha. "CONCUSSION OF PLAYERUNKNOWNS BATTLE GROUNDS OFSECONDARY SCHOOLSTUDENTS." International Journal of Advanced Research 9, no. 07 (July 31, 2021): 824–29. http://dx.doi.org/10.21474/ijar01/13182.
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Through Education,one has to be better adaptand adjust oneselfin order to change oneself and the society at large. In such stable and sustainable situation one can develop with individuals possessing the best mental and moral qualities. As a result, education enables an individual to face all kinds of challenges in life.The main purpose of the study was to investigate the playingof Player Unknowns Battle Grounds(PubG)of Secondary school students. The objectives of the study wereto study playing of PubG of Secondary school students on the basis of gender, standard of the students, boards of study, type of school and medium of study of secondary school students. The researcher employed survey method by executing Self-constructed and validated tool on 135secondary school students ofPatna in Bihar to assess the objectives of the study.The scholar used mean, Median, S.D. and t testfor the calculation of the collected data. The result revealed that there is no significant difference between the mean scores of male and female, IX and X standard students, CBSE and ICSE students intheir playing of PubG of Secondary School students whereas there is a significant difference between the mean scores of ICSE and BSEB, CBSE and BSEB, Private and Government,English and Hindi mediumsecondary school students in their playing of PubG.
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Calmeiro, Luis, Sharon K. Stoll, and Paul Davis. "Moral Reasoning in Sport: Validation of the Portuguese Version of the RSBH Value-Judgement Inventory in Adolescents." Sport Science Review 24, no. 5-6 (December 1, 2015): 285–304. http://dx.doi.org/10.1515/ssr-2015-0020.
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Abstract The purpose of this study was to examine the validity and reliability of the Portuguese version of the Rudd Stoll Beller Hahm Value-judgement Inventory (RSBHVI) in a sample of adolescents. The RSBHVI, which measures moral and social reasoning, was translated using a back translation method. A sample of 238 10th to 12th grade high school students (age mean value 16.93 years, s = 1.34) completed the Portuguese versions of RSBH, and the Task and Ego-orientation Questionnaire. Partial support for the original structure of the moral reasoning scale, but not the social reasoning scale, was found. Females, and non-athletes and individual sport athletes scored significantly higher than males and team sport athletes in moral reasoning, respectively. Moral reasoning was negatively correlated with ego-orientation (r = −30; p <. 001) and uncorrelated with task-orientation (r = .10, p > .05). Participants who were low-ego scored higher in moral reasoning than those who were high-ego. It is suggested that decreasing levels of ego-orientation may be necessary to improve athletes’ moral reasoning.
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Abbasi, Safura, Somayeh Ghafari, Mohsen Shahriari, and Nahid Shahgholian. "Effect of moral empowerment program on moral distress in intensive care unit nurses." Nursing Ethics 26, no. 5 (April 26, 2018): 1494–504. http://dx.doi.org/10.1177/0969733018766576.
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Background: Moral distress has been experienced by about 67% of critical care nurses which causes many complications such as job dissatisfaction, loss of capacity for caring, and turnover for nurses and poor quality of care for patients as well as health system. Objective: The purpose of this research was to provide a moral empowerment program to nursing directors, school of nursing, and the heads of hospitals to reduce moral distress in nurses and improve the quality of care. Methods: This research was a randomized clinical trial conducted in two groups and three stages before, after 2 weeks, and 1 month after the intervention in order to evaluate the changes in moral distress of 60 nurses working in adults’ intensive care unit wards of Al-Zahra teaching hospital of Isfahan University of Medical Sciences. Data were collected using the standard Hamric’s Moral Distress Scale (2012) and analyzed using SPSS software version 22. Ethical considerations: This study was approved by the Ethics Committee of Isfahan University of Medical Sciences, Isfahan, Iran. Results: Results showed that in the three stages, there was no significant difference between the mean score of moral distress before (4.12 ± 2.70), 2 weeks after (4.23 ± 2.70), and 1 month after the intervention (4.04 ± 2.54) in the control group (p > 0.05), while in the experimental group, there was a significant difference between the three stages (p < 0.05). The mean score of moral distress in the experimental group before intervention (4.05 ± 2.26) and 2 weeks after the intervention (3.38 ± 2.11) was not significant (p > 0.05). However, this score significantly decreased 1 month after the intervention (2.64 ± 2.23; p < 0.05). Conclusion: In this research, it was observed that moral empowerment program has been effective in reducing the mean score of moral distress. Therefore, it is recommended that nursing managers and hospital directors implement empowerment program, in order to reduce the moral distress of nurses and improve the quality of care.
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Makhsin, Mardzelah, Nor Hasimah Ismail, Sawan @. Mohammad Syawal Narawi, Hasanah Mohd Syukri, and Mohamad Fadhli Ilias. "HISBAH SOCIAL INTELLIGENCE AND THE EXCEL OF SECONDARY SCHOOL STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 188–203. http://dx.doi.org/10.35631/ijepc.642015.
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Hisbah is self and social control over the obedience to all the commands of Allah SWT, namely al-amr bi al-ma’ruf wa al-nahy ‘an al-munkar. This study aims to identify the components and levels of social accountability and student development from a moral aspect. The purpose of this study is also to identify the relationship of social hisbah intelligence in shaping the well-being of secondary school students. This study uses a quantitative method involving 281 students. The research instrument used is a questionnaire containing 55 items, consisting of three main parts, namely the background of students, social intelligence, and student development. Data were analyzed descriptively and inferentially using percentage, frequency, mean score, standard deviation, t-test, and Pearson correlation. Overall, the findings of the study showed that the average mean score was at a high level for the level of social ratio (mean = 4.17) and student achievement (mean = 3.73). The results of correlation analysis showed that there was a significant relationship between social intelligence (r = 0.439, p <0.01) with the well-being of high school students. The study can be used as a guide by relevant parties including students, parents, teachers, schools, and the community to control and improve the intelligence of social hisbah which aims to shape the personality of pious people who implement al-amr bi al-ma’ruf wa al-nahy ‘an al-munkar.
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Klein, Joel. "Children Who are Uncommonly Good: The Comprehension Subtest of the WISC—R." Psychological Reports 61, no. 2 (October 1987): 465–66. http://dx.doi.org/10.2466/pr0.1987.61.2.465.
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The Comprehension subtest of the WISC—B. was examined from different perspectives. Children who score above average on the subtest also exhibit healthy personality characteristics such as freedom from high anxiety, high depression, and low self-esteem. Upper middle-class children (17 in Grade 3 and 15 in Grade 6) did not show greater moral awareness than would be predicted by their high Verbal Intelligence Quotient. Actively teaching school children moral standards and socially accepted behaviour is given support by the data.
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Hasanović, M., and I. Pajević. "Religious Moral Beliefs and Depressiveness Amongst War Veterans in Bosnia and Herzegovina After war 1992-95." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70881-8.
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Aim:To determine association of religious moral beliefs and depressiveness of war veterans twelve years after Bosnia-Herzegovina war 1992-95, finished.Methods:The sample consists of 99 male war veterans aged 41.7±6.8 years, who were inpatients (n=50) in Department of Psychiatry in Tuzla with clinically presented depression and those who were observed as healthy regarding results of previous psychological testing (n=49). Groups were equalized by educational level (secondary school), behavioral characteristics, family structure, and level of exposure to war trauma. Subjects were assessed with regard to the level of belief in some basic ethical principles that arise from religious moral values. The score of religious moral belief index was used to compare two groups of subjects. For sample selection the measuring instruments were used to assess the religious, moral and social profile of subject. We applied the Bosnia-Herzegovina versions of Hopkins Symptom Checklist - 25 (HSCL-25) for measuring of depression symptoms and Harvard Trauma Questionnaire (HTQ) for measuring of trauma experiences.Results:The score of the religious moral belief index was significantly negatively correlated to the score of depressiveness (Pearson's r=-0.289, P=0.004).Conclusions:A higher index of religious moral beliefs amongst war veterans was associated with lower level of depressiveness. In this way, it helps protection, development and socialization of the war veterans after surviving severe war traumatization, leading to the mental health stability.
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Madu, S. N., and M. P. Matla. "Correlations for Perceived Family Environmental Factors with Substance Use among Adolescents in South Africa." Psychological Reports 92, no. 2 (April 2003): 403–15. http://dx.doi.org/10.2466/pr0.2003.92.2.403.
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Perceived family environmental factors were used to predict self-reported use of substances (drugs or alcohol) among adolescents in South Africa. 435 high school students (ages 15 to 19 years, M = 17.2 yr., SD = 1.34) answered a questionnaire which included questions on demographic variables, the Family Environmental Scale, and questions on substances used (drugs or alcohol). Logistic regression analysis indicated that scores on family conflict and low family moral-religious emphasis were significantly associated with drug use (57.9% of the variance was accounted for) and use of alcohol (62.3% of the variance was accounted for). Programmes for the reduction of substance use among adolescents should include activities designed to reduce family conflict and strengthen family moral-religious emphasis.
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Rique, Júlio, and Cleonice Camino. "Consistency and Inconsistency in Adolescents’ Moral Reasoning." International Journal of Behavioral Development 21, no. 4 (November 1997): 813–36. http://dx.doi.org/10.1080/016502597384686.
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Authors in the cognitive developmental tradition (e.g. Damon & Hart, 1988; Snyder & Feldman, 1984; Turiel, 1983) have created models to explain transition between stages of development. This study introduces consistency and inconsistency of moral reasoning as patterns of moral thinking and presents implications for moral education. Consistency and inconsistency are determined by the level of “stage mixture” scored on the Defining Issues Test. A 2 × 2 quasi-experimental design was created. Participants were 52, 15-year-old male high school students. Moral judgement was the dependent variable. Consistency, inconsistency, and the experimental procedures were independent variables. Results showed a significant interaction between levels of consistency and educational methods ( P < .014), a developmental progression for the condition inconsistent experimental ( P < .004), and a predicted pattern of change for the condition consistent experimental ( P < .001). The authors concluded that consistency and inconsistency of moral reasoning require different assumptions for the promotion of moral development.
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Caso, Letizia, Andrea Greco, Eleonora Florio, and Nicola Palena. "Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)." International Journal of Environmental Research and Public Health 18, no. 5 (March 8, 2021): 2724. http://dx.doi.org/10.3390/ijerph18052724.
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In the context of externalising behaviour problems, risk factor research (RFR) focuses on risk and protective factors of juvenile delinquency, which can pertain to individual, system, and societal levels. Several instruments aiming at measuring these factors have been developed, but a comprehensive research tool is missing. The aim of the present study was to develop and validate a questionnaire, the “Family, Peers, and Externalising Behaviour in adolescence” (FPEB) as a tool for assessing adolescents’ tendency of externalising behaviour, the quality of relation with their parents, and peer-relations. FPEB was administered to 835 Italian students (36.8% males, age M = 13.81, SD = 1.54) together with the Moral Disengagement questionnaire to test concurrent validity. Data about socio-demographics and school performance were also collected. An EFA (Promax rotation, subsample A, n = 444) resulted in a four-factor structure that was corroborated by a CFA (subsample B, n = 388). The factors were “externalising behaviour” (var 13.16%), “peer relations difficulties” (var 11.10%), “Family conflict” (var 8.32%), and “lack of family negotiation” (var 7.11%) and showed good internal consistency (all α ≥ 0.65). There were differences between males and females in the correlational patterns of the four factors. The FPEB factors also showed good concurrent validity: two of the four factors (“lack of family negotiation” and “externalising behaviour”) and the total score of the scale correlated with the “Moral disengagement scale”, whereas peer relation difficulties did not. Further analyses also showed gender differences (except for “peer relations difficulties”) and an association between students’ school performance and “externalising behaviour”, “family conflict”, and the total FPEB scores. We concluded that the FPEB is a tool that is potentially useful to assess risk and protective factors and to plan targeted interventions (focusing on the specific area). Limitations and suggestions for further improvements are also discussed.
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Alkiyumi, Mohammed, and Saja Alferisi. "Examining the Prediction Role of Spiritual Intelligence and Gender in Moral Reasoning." Asian Social Science 15, no. 5 (April 30, 2019): 59. http://dx.doi.org/10.5539/ass.v15n5p59.
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The prediction role of spiritual intelligence in moral reasoning is studied in a sample of 249 students (124 males, 125 females), from 11th grade of government schools in Wilayat Alsuwaiq, in North Albatinah region in the Sultanate of Oman. Gibbs et al., (1984) inventory is used to measure moral reasoning, and King (2008) inventory is used to measure spiritual intelligence. The findings indicate that spiritual intelligence and gender predict moral reasoning, while spiritual intelligence contributes significantly to the total score of moral reasoning as opposed to gender which does not. In addition, moral reasoning does not differ significantly by gender, whereas spiritual intelligence does. Future research is needed to investigate different factors that may have an effect on students’ moral reasoning.
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Chudzik, Lionel. "Moral Judgment and Conduct Disorder Intensity in Adolescents Involved in Delinquency: Matching Controls by School Grade." Psychological Reports 101, no. 1 (August 2007): 221–36. http://dx.doi.org/10.2466/pr0.101.1.221-236.
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Most studies that have found associations between delinquency and moral judgment generally compare incarcerated juveniles with adolescents in normal schooling. However, this comparison is subject to two criticisms. First, a large number of adolescents in school who are not charged with any crime in the legal system are still involved in unlawful behaviour. Second, adolescents involved with delinquency often have difficulties at school. The aim of the present study was to measure this association by matching a sample of adolescents involved with delinquency ( n — 18, M age=15.8, SD=1.1) to adolescents not involved in delinquency ( n = 42, M age = 15.8, SD = 0.8) according to their school grade and Conduct Disorder Intensity as measured by a self-report index using DSM-IV diagnostic criteria. Participants who met four or more criteria were assigned to the High Conduct Disorder group ( n = 28), and the rest were assigned to the Low Conduct Disorder group ( n = 32). Their level of moral judgment was evaluated with the French version of the Sociomoral Reflection Measure-Short Form by Gibbs, Basinger, and Fuller, inspired by Kohlberg's model of moral development. Findings demonstrate that in both samples, adolescents in the High Conduct Disorder group presented moral judgment that was significantly less mature than that of adolescents in the Low Conduct Disorder group. However, the majority of participants in the Low Conduct Disorder group also scored low on the Sociomoral Reflection Measure-Short Form, suggesting more immature moral judgment. The bias introduced by the mode of recruitment in most comparisons of adolescents involved with delinquency to adolescents with no delinquency problems is discussed, and an argument is made for the importance of analysing moral judgment development within a framework of general cognitive development.
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Powis, David, Miles Bore, Donald Munro, and Mary Ann Lumsden. "Development of the Personal Qualities Assessment as a Tool for Selecting Medical Students." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 3–14. http://dx.doi.org/10.7227/jace.11.1.2.
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A review of the medical student selection literature and our own past research (Lowe, Kerridge, Bore, Munro and Powis (2001) has indicated that competent and ethical practice of medicine requires doctors to possess a range of personal qualities in addition to high-level academic ability. A three-part test battery called the Personal Qualities Assessment (PQA) has been developed as a measure of some of these qualities: it consists of the Mental Agility Test (MAT), which measures cognitive skills, the Mojac scale, which measures moral orientation, and the NACE scale, which measures Narcissism, Aloofness, Confidence and Empathy. Five hundred and seven applicants for entry in October 2003 to the Scottish medical schools volunteered to complete the MAT, Mojac and NACE tests in January 2003. The test results played no part in making or informing selection decisions. The scores obtained by the candidates on each test covered a wide range, indicating that each test component has good discriminating power. Correlations between the test components were low (−0.02 to +0.17), indicating that they each measure different attributes. Since the test results were not used in making selection decisions it will be possible to relate outcome indices (e.g., examination and professional performance as the students progress through medical school) to the test component scores to seek evidence for the predictive validity of the PQA battery and thereby indicate its potential usefulness as a selection tool.
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Susandi, Ari. "PENGAJARAN GURU PENDIDIKAN DASAR DI ERA MILLENIAL DALAM MEMBENTUK MORAL SISWA." Conciencia 19, no. 2 (December 30, 2019): 85–98. http://dx.doi.org/10.19109/conciencia.v19i2.4405.
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Elementary education is the first step to build student moral in introducing and basic teaching are needed a figure of teacher that ca be able to build whole student identity in this era state situation is getting more sophistiaced, aduance and do changes by creating something new that have a strong function in IPTEK development. At the bracelet III public elementary school institutions new sources there are still many students who are less active and focused in following the learning given by the teacher as well as the lack of learning innovation, hereby researcher interested to conduct research at education institution that have run at 1,2,3 August 2019 by open and close interview to teachers class I to VI it will be tested and result will be analysed in descriptively and qualitatively to answer the main case and qualitative data to know the score or percentage of the education proses that done by teacher class I to VI at SDN Gelang III Sumberbaru have they applied the best five indicator learing they are in personal approachement, meaning full learning, giving the feed back, sregthen the learning and also learning evaluation and taking the data by documenting of learning and also learning evaluation of elementary school teacher in era in building the student moral on 29-30 August at SDN Gelang III Sumberbaru Jember school year 2019-2020.the best five indicator learning is personal approachment meaningful learning.
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Wandzilak, Thomas, Tim Carroll, and Charles J. Ansorge. "Values Development through Physical Activity: Promoting Sportsmanlike Behaviors, Perceptions, and Moral Reasoning." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 13–22. http://dx.doi.org/10.1123/jtpe.8.1.13.
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This study was conducted to determine the effectiveness of a values-related model in producing changes in the moral reasoning, sportsmanship perceptions, and behaviors of male junior high school basketball players. The Defining Issues Test (DIT) and the Action-Choice Test for Competitive Sports Situations (ACT) were administered during the first and last weeks of a 9-week basketball season. In addition, behaviors of three players from the experiment (n=10) and control (n=10) groups were systematically observed throughout the season. Analysis of covariance was used to determine the effects of the model on the responses to both the DIT and ACT variables. Results revealed no difference (p>.05) between the groups for either dependent variable. However, comparison of pre- and postseason mean scores from each of the instruments and analysis of the behavior patterns of the players observed suggest that, for the experiment group, a sportsmanlike pattern was emerging.
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Dalla Nora, Carlise R., Elma LCP Zoboli, and Margarida M. Vieira. "Validation of a Brazilian version of the moral sensitivity questionnaire." Nursing Ethics 26, no. 3 (August 17, 2017): 823–32. http://dx.doi.org/10.1177/0969733017720849.
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Background: Moral sensitivity has been identified as a foundational component of ethical action. Diminished or absent moral sensitivity can result in deficient care. In this context, assessing moral sensitivity is imperative for designing interventions to facilitate ethical practice and ensure that nurses make appropriate decisions. Objective: The main purpose of this study was to validate a scale for examining the moral sensitivity of Brazilian nurses. Research design: A pre-existing scale, the Moral Sensitivity Questionnaire, which was developed by Lützén, was used after the deletion of three items. The reliability and validity of the scale were examined using Cronbach’s alpha and factor analysis, respectively. Participants and research context: Overall, 316 nurses from Rio Grande do Sul, Brazil, participated in the study. Ethical considerations: This study was approved by the Ethics Committee of Research of the Nursing School of the University of São Paulo. Findings: The Moral Sensitivity Questionnaire contained 27 items that were distributed across four dimensions: interpersonal orientation, professional knowledge, moral conflict and moral meaning. The questionnaire accounted for 55.8% of the total variance, with Cronbach’s alpha of 0.82. The mean score for moral sensitivity was 4.45 (out of 7). Discussion and conclusion: The results of this study were compared with studies from other countries to examine the structure and implications of the moral sensitivity of nurses in Brazil. The Moral Sensitivity Questionnaire is an appropriate tool for examining the moral sensitivity of Brazilian nurses.
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Sutarto, Sutarto, and Dewi Purnama Sari. "Group Guidance as an Alternative Method to Building Religious Character." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 7, no. 2 (November 30, 2020): 129–38. http://dx.doi.org/10.24042/kons.v7i2.7064.
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This article is aimed to determine the effectiveness of group guidance in improving understanding, attitudes, and practice of religious character values in the aspects of faith, worship, morals, and muamalah. The method used was an experiment with a pretest-posttest control group design. The population consisted of 137 people. The number of samples was 30 students with a general school or junior high school education background. Fifteen students were taken as the experimental group, and fifteen others were taken as the control group. Samples were taken by purposive sampling technique. Data were collected using a questionnaire and analyzed using SPSS 16.0 for windows. The results of the study showed that the average score of the experimental group was higher than the control group. The t-test results also showed that group guidance could significantly improve understanding, attitudes, and practice of religious character values. This means that group guidance can be used as an alternative method for building religious character. This article is aimed to determine the effectiveness of group guidance in improving understanding, attitudes, and practice of religious character values in the aspects of faith, worship, morals, and muamalah. The method used was an experiment with a pretest-posttest control group design. The population consisted of 137 people. The number of samples was 30 students with a general school or junior high school education background. Fifteen students were taken as the experimental group, and fifteen others were taken as the control group. Samples were taken by purposive sampling technique. Data were collected using a questionnaire and analyzed using SPSS 16.0 for windows. The results of the study showed that the average score of the experimental group was higher than the control group. The t-test results also showed that group guidance could significantly improve understanding, attitudes, and practice of religious character values. This means that group guidance can be used as an alternative method for building religious character.
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Chow, Graig M., Kristen E. Murray, and Deborah L. Feltz. "Individual, Team, and Coach Predictors of Players' Likelihood to Aggress in Youth Soccer." Journal of Sport and Exercise Psychology 31, no. 4 (August 2009): 425–43. http://dx.doi.org/10.1123/jsep.31.4.425.
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The purpose of this study was to examine personal and socioenvironmental factors of players' likelihood to aggress. Participants were youth soccer players (N = 258) and their coaches (N = 23) from high school and club teams. Players completed the Judgments About Moral Behavior in Youth Sports Questionnaire (JAMBYSQ; Stephens, Bredemeier, & Shields, 1997), which assessed athletes' stage of moral development, team norm for aggression, and self-described likelihood to aggress against an opponent. Coaches were administered the Coaching Efficacy Scale (CES; Feltz, Chase, Moritz, & Sullivan, 1999). Using multilevel modeling, results demonstrated that the team norm for aggression at the athlete and team level were significant predictors of athletes' self likelihood to aggress scores. Further, coaches' game strategy efficacy emerged as a positive predictor of their players' self-described likelihood to aggress. The findings contribute to previous research examining the socioenvironmental predictors of athletic aggression in youth sport by demonstrating the importance of coaching efficacy beliefs.
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Pernantah, Piki Setri. "Effectiveness of Problem Based Learning and Value Clarification Technique in History Learning to Improve Moral Awareness." Jurnal Ilmu Sosial Mamangan 9, no. 1 (June 29, 2020): 17–25. http://dx.doi.org/10.22202/mamangan.v9i1.2981.
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Moral awareness is one of the students affective skill that able to become a successful indicator of history learning. It causes history learning has a purpose in building students attitude. The study intended to know the effectiveness of learning history by using problem based learning and value clarification technique for improving students moral awareness. The research method used experimental quasi. Its sample was students of XI Social Science SMAN 2 Padang, consisting of twenty nine students in experimental class and twenty eight students in control class. Based on statistical measurement result showed the mean of post-test score in experimental class was 127 and control class was 111.25. Hypothesis test result by using t test independent samples, was gotten t arithmetic value of 1.749 with significant level of 0,000 < 0,025, thus H0 rejected. Furthermore, it could be concluded that problem based learning and value clarification technique effective to improve students moral awareness of history learning in high school.
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Yıldırım, Vedat, and Yağmur Zengin. "The Evaluation of Risk Behaviour Scale Scores and Scale of Moral Maturity Scores Between Baskent University Term 2 Students of Faculty of Medicine and 2Nd Grade Students in Health Sciences Faculty School of Nursing." Turkish Journal of Bioethics 5, no. 4 (2018): 165–74. http://dx.doi.org/10.5505/tjob.2018.72473.
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Hren, Darko, Ivan Buljan, and Ana Marušić. "Moral Foundations theory in the context of a political scandal." St open 1 (2020): 1–10. http://dx.doi.org/10.48188/so.1.3.
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Aim: The aim of this study was to examine the moral foundations structure in the Croatian population, and to examine possible changes in moral foundation structure after a major political scandal in Croatia. Methods: We conducted an online survey using Moral Foundations Questionnaire and Key Social Issues Scale, which was distributed in two waves, in 2009 and 2014. Participants were invited from the Faculties of Humanities and Social Sciences at the universities in Zagreb and Split and asked to distribute the survey to colleagues and friends. Results: 3000 participants completed the survey in 2009, 1323 participants completed the survey in 2014. In both samples, most participants reported that they relied more on individual foundations of “Care/Harm” and “Fairness/Cheating”, than on relational foundations of “Loyalty/Betrayal”, “Authority/Subversion” or “Sanctity/Degradation”, which are typically more valued by traditionally oriented or conservative individuals. Comparison of the two measurement time points indicated that scores on traditional foundations significantly decreased, while liberal values increased. These changes were triangulated and confirmed by the results on the Key Social Issues Scale. Conclusion: In order to encourage students and training doctors to more readily engage in research, exposure to re-search and research participation could have an incremental value to existing research education in medical schools.
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Wulandari, Retno, Sri Utaminingsih, and Mohammad Kanzunnudin. "Development of Class VI Elementary School Thematic Teaching Materials Based Local Wisdom." Journal of Education Technology 4, no. 3 (September 8, 2020): 296. http://dx.doi.org/10.23887/jet.v4i3.28457.
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There are no teaching materials used by teachers that can foster moral values in students, so it is necessary to have learning materials that introduce the culture or local wisdom of each region. The purpose of this study was to determine feasibility of thematic teaching materials for elementary school class VI theme 1 based on local wisdom. This research method referred to the theory of Borg and Gall, using seven steps or research implementation, namely potentials and problems, research planning, developing initial product, field testing, revision, validation, and final improvement. The data collection techniques used were observation, interview, and questionnaire techniques. The analysis used in this research is quantitative and qualitative analysis including learning observation and validation of teaching material products. Sources of data in this study were grade VI students and teachers. From the material expert validation process obtained an average result of 3,41 with percentage of 85% and very good category. The validation from linguists obtained 90% result with an average 3,6 and very good category. For the result of teacher responses obtained an average result of 3,85 total score 3466 with very good category. For the result of the response students, the average result was 3,94 and the total score was 568 in the very good category. Based on the result of the validation and reinforced by the result of the responses of student and teachers, the thematic teaching materials based on local wisdom of Rembang were declared suitable for use in the learning process.
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Şinoforoğlu, Tolga, and Gülfem Sezen Balçıkanlı. "Investigating the Empathic Skills of Physical Education Teachers." Acta Educationis Generalis 10, no. 1 (April 1, 2020): 58–67. http://dx.doi.org/10.2478/atd-2020-0004.
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AbstractIntroduction: As one of the most important requirements for healthy communication, empathy is vital in a great many occupations. Various studies have investigated the importance and level of empathy in various occupation groups. One of the leading occupations requiring strong empathic skills is teaching. Teachers need empathy to create an effective learning environment, develop good communication with their students, and understand them well. The current study investigates the empathic skills of physical education teachers to evaluate various variables.Methods: The research participants comprised 152 physical education teachers in Turkey, 39 women (25.7%) and 113 men (74.3%), who completed the Interpersonal Reactivity Index (IRI). Descriptive statistical methods and the Kolmogorov Smirnov test were used to determine whether the data were normally distributed. The data were analysed using ranking t-test and correlation methods as well as descriptive statistical models (α=0.05). The total internal consistency coefficient of the scales, measured by Cronbach’s Alpha, was.56.Results: Regarding the IRI scores for the physical education teachers, the highest mean score was for emphatic concern, followed by perspective taking and fantasy. Teaching duration was associated with higher empathic skill scores. Empathic skills were also positively correlated with higher educational level. Finally, the mean fantasy scores were statistically higher for participants who were not training a school team.Discussion: Physical education courses contribute to the physiological, sociological, psychological, and moral development of students. For this reason, physical education and sports is a compulsory component of the education system from an early age all around the globe. This makes it essential that physical education teachers have appropriate characteristics that they exhibit in their teaching. In the first place, it is necessary to have healthy communication between the physical education teacher and students.Limitations: The current study gathered data from one specific region in Turkey, from physical education teachers in the city of Kütahya. Consequently, the demographic data were evaluated only for statistically significant variables. Other variables that were not numerically equal, were not investigated.Conclusions: Physical education teachers should adopt an empathic approach to teacher-student relationships. Educational institutions should organise activities to develop these empathic skills in teachers.
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Levin, Benjamin. "Criticizing the Schools, Then and Now." education policy analysis archives 6 (August 20, 1998): 16. http://dx.doi.org/10.14507/epaa.v6n16.1998.
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Schools in many countries are facing intense and elevated levels of criticism, with much debate over whether the criticism is merited. Much of the criticism embodies a view that things used to be better years ago, when schools were not prey to the many defects they are alleged to show today. Recollections of the past may hide a mixed reality. In this article, criticisms of education from 1957 are compared with contemporary criticisms. Some issues have remained important across forty years, while a few new issues have emerged. Criticisms of forty years ago centered on the dominance of "professional educationists," progressivism, the life adjustment movement, the waning "spirit of competition," lax discipline, the lack of emphasis on classical and modern foreign languages, avoidance of science and math, the neglect of gifted children, the lack of training of children in moral and spiritual values, and low academic standards. Today's debates introduce the alleged test score declines, poor performance on international achievement comparisons, the supposed enormous increase in funding without positive results, the problem of high dropout rates, and the need to connect schooling and work. In addition, modern critics point to economic concerns, whether in terms of funding for education or in regard to the contribution of schooling to economic development.
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Vacheishvili, Natia. "COOPERATIVE LEARNING AS A DEMOCRATIC AWARENESS METHOD IN VALUE EDUCATION." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 2 (October 25, 2015): 71–82. http://dx.doi.org/10.48127/spvk-epmq/15.7.71.
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School promotes the moral-cognitive development of the individual and creates the democratic competence of society as a whole. Cooperative learning is a technique for teaching democratic processes through direct experiences. One of the main aims of the comprehensive educational reform in Georgia is to contribute to the democratic development of the country and its future for European integration. The National Plan of Public Schools stated new concepts to moderate educational standards. In various countries cooperative learning has become a widely used instructional procedure in all subject areas. There has never been a research of the effectiveness of cooperative learning at schools in Georgia. This research explores the role of cooperative learning for awareness of democratic values such as self-esteem, responsibility and interdependence. 551 eighth grade students from 16 different classrooms participated in the research. The classrooms were selected randomly as the experimental group and the control group. In the experimental group cooperative learning was employed, while in the control group traditional lecture-based teaching. The subjects were chosen randomly, Chemistry and Georgian language. The experiment was completed within a three term period. For conducting survey there were used some instruments for each variable: Rosenberg’s Self-Esteem Questionnaire and Janis-Field Feeling of Inadequacy scale; The Intellectual Achievement Responsibility (IAR) Questionnaire; Relational-Interdependent Self-Construal (RISC) Test; The Scientific Attitude (SAI) Inventory. As an experiment shows, results vary significantly between cooperative learning and traditional group. Results demonstrated that cooperative learning increased students’ performance in both subjects and students scored significantly higher on all variables such as self-esteem, responsibility and interdependence, hence cooperative learning has a positive effect on value teaching. Key words: social interdependence theory, cooperative learning, self-esteem, responsibility.
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Cheng, Hongyan. "A Critical Review of Chinese Theoretical Research on Moral Education Since 2000." ECNU Review of Education 2, no. 4 (December 2019): 561–80. http://dx.doi.org/10.1177/2096531119886490.
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Purpose: The purpose of this article is to summarize and reflect Chinese theoretical research on moral education in the context of globalization and value pluralism since 2000 and to propose possible directions for the future research. Design/Approach/Methods: The research methods in this article are primarily literature review. Those papers which met the following criteria were selected and included in this review: (1) Papers published from 2000 to 2014 were included if they were cited by at least one other published article and (2) papers published from 2015 to 2017 were included if they were presented in a core research journal. Based on that, speculative thinking and critical thinking are also embodied in this research. Findings: Based on the features of “a man of virtue,” the article identifies the four dimensions that have influenced Chinese thinking about moral education: (1) Kantian and Enlightenment philosophy, (2) emotion and life experience, (3) social rights, and (4) the culture-value dimension. The four dimensions of moral education theory are related and complement, rather than contradict, each other. The author argues that the research scopes underlying current moral education theories are fairly narrow. A more comprehensive, interdisciplinary approach is needed to improve theoretical research and to enhance the effectiveness of moral education practice in schools and universities. Originality/Value: The article provides a latest overview and critical insights to consolidate the foundation of moral education in an era of societal transformation by comparing moral education research between China and the West and proposing realizing a deep integration between theory and practice.
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Kholidin, Farid Imam, Elin Eria Putri, Hengki Yandri, Dosi Juliwati, and Yelni Erniyati. "The Analysis of Student’s Junior High School Perception of Free Sex Behavior in Terms of Gender Differences." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 7, no. 2 (November 30, 2020): 123–28. http://dx.doi.org/10.24042/kons.v7i2.7114.
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Students who are in the adolescence phase begin to show an interest in the opposite sex as shown by dating behavior. The phenomenon of dating behavior among adolescents today shows a wrong perception such as to prove love, they often engage in hand-holding, kissing, hugging and even having sex which is clearly prohibited in Islam. If the problem is not immediately revealed, it will cause serious moral damage to adolescents. The study aims to reveal students ' perception of free sex behavior in terms of gender differences. The research method used was the comparative quantitative type with the research respondents of the State Junior High School 24 Kerinci which consisted of 78 people. The research Data were revealed with a scale of free sex behavior and analyzed by using the Mann-Whitney U test. The results showed that there were different perceptions between male and female students to free sex behavior namely the score was 0,005 sig.
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Satman, Mehmet Cem. "The investigation of the relation between middle class students’ EQ levels and moral decision making attitudes in sportsOrtaokul öğrencilerinin duygusal zeka düzeyleri ile sporda ahlaki karar alma tutumları arasındaki ilişkinin incelenmesi." Journal of Human Sciences 15, no. 1 (April 8, 2018): 635. http://dx.doi.org/10.14687/jhs.v15i1.5095.
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The aim of this study is to identify the relation between EQ levels and attitudes to Moral Decision-making (Acceptance of Cheating, Acceptance of Gamesmanship and Keep winning in Proportion) of middle class students by cosidering gender factor. 277 students, who were studying in Etimesgut district of Ankara in 2015/2016 academic year, took part in this research. Students were chosen from 7th and 8th grade and all ofthemwere licensed or not licensed participants of different sport organisations withintheir schools. Attitudes to Moral Decison Making in Youth Sport Questionnaire (AMDYSQ) and Bar-On Emotional Quotient Inventory were used as data collection instruments. From the result, it was reached a significant relation between girl students’ EQ levels and Acceptance of Gamesmanship attitudes. Moral Decison grades vary accross gender in 0,05 level. Any transaction between gender and EQ scores was not reached. According to the result of this research, it wasconcluded that female students’ with higher EQ scores, moral decison making attitudes were positively affected. Regarding male students, no significant difference was reached.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı orta öğretimdeki öğrencilerin Duygusal Zeka düzeyleri ile Sporda Ahlaki Karar Alma tutumları (Hileyi benimsemek, Yarışmaseverliği benimsemek, Adil kazanmayı benimsemek) arasındaki ilişkiyi cinsiyet değişkenini dikkate alarak belirlemektir. Araştırmaya 2015-2016 eğitim-öğretim yılında Ankara’nın Etimesgut ilçesinde 7 ve 8. Sınıflarda öğrenim gören ve okul takımlarında farklı branşlarda yarışmalara katılan lisanslı veya lisanssız 277 öğrenci katılmıştır. Araştırmada Nedensel Karşılaştırmalı Araştırma modeli esas alınmıştır. Veri toplama araçları olarak Altyapı Sporlarında Ahlaki Karar Alma Tutumları Ölçeği ve Bar-On Duygusal Zeka Ölçeği-Çocuk ve Ergen kullanılmıştır. Araştırma neticesinde kız öğrencilerde Duygusal Zeka ile Adil Kazanmayı Koruma arasında anlamlı ilişki bulunmuştur. Cinsiyete göre Ahlaki Karar düzeyleri 0,05 düzeyinde farklılık göstermektedir. Aynı şekilde Duygusal Zeka gruplarına göre Ahlaki karar puanları da 0,05 düzeyinde farklılık göstermektedir. Araştırma bulgularına göre Cinsiyet ile Duygusal Zeka Bölümleri arasında etkileşim bulunmamıştır. Araştırma sonucunda Duygusal Zeka puanı daha yüksek olan kız öğrencilerin Ahlaki Karar verme tutumlarının olumlu yönde etkilendiği belirlenmişken erkek öğrencilerde Duygusal Zeka düzeyleri ile Ahlaki karar alma tutumları arasında anlamlı bir fark elde edilmemiştir.
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Erihadiana, Mohamad. "The Implementation of Islamic Local Content in Building Character Education at Junior High Shcool Al Amanah Bandung." Jurnal Pendidikan Islam 4, no. 2 (January 25, 2019): 41–50. http://dx.doi.org/10.15575/jpi.v4i2.3812.
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Education system constitutes an important stage in growing, developing, and strengthening the character of younger generation. This means that the objectives of education at the institutional level (school) can be a representation of the goals of national education that covers character education. The study aimed to describe the implementation of the curriculum of local Islamic content through curricular, co-curricular and extracurricular programs at SMP (Sekolah Menengah Pertama/junior high school) Al-Amanah Cileunyi to shape the character of students in accordance with Islamic morals. This study applied a naturalistic qualitative approach. The approach is used due to the problems that are currently occurring naturally at the present time, namely student character education at SMP Al-Amanah Cileunyi. The research finding showed that SMP Al-Amanah Cileunyi has a local Islamic content curriculum, both as a subject matter and an extra-curricular activity, Islamic local content that applies at SMP Al-Amanah Cileunyi featuring character values that are originated from the Islamic teachings, and eighteen national character values as determined by the government, and the implementation of Islamic local content is through the activities of self-development, habituation, extra-curricular, exemplary, and the integration of character education within learning process. However, there are some problems encountered in its implementation, among others due to inconsistent attitudes of school community and the gap between character education programs and their implementation. The result of character education through the implementation of Islamic local content is shown by the qualitative scores in the report book, and the increasing trust of parents and the community to SMP Al-Amanah Cileunyi.