Document Type : Research Paper
Authors
1
Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2
Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
3
Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
4
PhD Student of Psychology, School of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran (Corresponding Author)
Abstract
Abstract
Introduction: The present study was designed to develop an ethics education program with an emotion-based approach and to compare its effectiveness with the teaching of hypothetical Kleberg riddles and real-life riddles on students' ethical decision making and responsibility.
Methods: This study was a quasi-experimental design. The sample consisted of 100 female high school students in Bojnourd who were divided into two experimental cluster sampling into three experimental groups and one control group (25 students each). In all four groups, pre-test was administered moral judgment test (DIT) and California psychological questionnaire (CPI). Then the first group was trained with the hypothesis of Kalberg, the second group with the real-life riddles and the third group with the emotion-centered approach. The control group received no training. At the end, post-test was performed in all four groups.
Results: The results of the analysis of covariance showed that there was a significant difference between the four groups (p <5%) and between the Kleberg hypothetical puzzles group, the real life puzzles group and the emotion-focused approach group with the control group (p-value <0.05). And there is a significant difference in accountability. But there was no significant difference between the experimental groups.
Conclusion: Overall, the results of this study show that emotion-focused ethics training is effective in enhancing students' ethical decision making and responsibility, but rather than the hypothetical Kleberg Riddles and Real Life Riddles, which are purely cognitive. , No more effectiveness.
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