اثربخشی آموزش معماهای اخلاقی زندگی واقعی بر هویت اخلاقی نوجوانان: تاکید بر تفاوت‌های جنسیتی

محورهای موضوعی : روان درمانگری

فوزیه حسینی طباطبایی ¹ (دانشجوی دکتری روان شناسی تربیتی دانشکدهروان‌شناسی علوم تربیتی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران)
شعله امیری ² (استاد گروه روان شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران)
محمد علی نادی ³ (دانشیار گروه علوم تربیتی و روان شناسی  دانشکده روان‌شناسی علوم تربیتی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران)

تاریخ دریافت : 1402/07/15 تاریخ پذیرش : 1402/07/15 تاریخ انتشار : 1402/07/15

کلید واژه: نوجوان, هویت اخلاقی, معماهای اخلاقی زندگی واقعی,

چکیده مقاله :

هدف این پژوهش تعیین تأثیر آموزش معماهای زندگی واقعی بر هویت اخلاقی بود. با روش شبه‌تجربی با طرح پیش‌آزمون‌ـ پس‌آزمون‌ـ پیگیری با گروه آزمایش و گواه، 60 دانش‌آموز پایة دهم (30 دختر و 30 پسر) در سال تحصیلی 97-96 به روش نمونه‌برداری هدفمند از بین آزمودنی‌هایی که به سیاهة هویت بنیون و آدامز (1986) پاسخ دادند و دارای سبک هویت موفق بودند به عنوان نمونه انتخاب و پس از تکمیل سیاهة هویت اخلاقی آکوئینو و رید (2002) به طور تصادفی در گروه آزمایش و گواه جایگزین شدند. گروه آزمایش در 8 جلسة 70 دقیقه‌ای تحت آموزش معماهای اخلاقی زندگی واقعی گرین (2011) قرار گرفت و سپس هر دو گروه در پس‌آزمون و پس از 8 هفته در آزمون پیگیری شرکت کردند. نتایج نشان داد میانگین نمره‌های هویت اخلاقی و ابعاد آن بعد از آموزش افزایش یافته است، اما تفاوت دو گروه در مرحلة پیگیری معنادار نبود. همچنین فقط در بعد نمادسازی تأثیر آموزش معماهای زندگی واقعی در گروه آزمایش پسران در پس‌آزمون بالاتر از گروه دختران بود. بنابراین اگرچه هویت اخلاقی می‌تواند با آموزش تغییر کند، اما برای دست‌یابی به اثرات پایدار آموزش اخلاقی، آموزش مداوم و محیط اخلاقی‌شده از شرایط لازم است.

چکیده انگلیسی:

This study aimed to investigate the effectiveness of real-life ethical dilemmas training on moral identity in adolescent. The study method was quasi-experimental design (pre-test, post-test, follow-up) with experimental and control groups. Participants comprised 60 students (30 female and 30 male) from tenth grade in 2018-2019 academic year, selected by purposive sampling method using Identity Styles Inventory (Bennion & Adams, 1986). Students who were successful in identity style inventory, completed Moral Identity Questionnaire (Aquino & Reed, 2002) and they randomly divided into experimental and control groups. Then experimental group was trained for eight sessions (each session was 70 minutes) by Real Life Ethical Dilemmas (Green, 2011). Then both groups participated in the post-test and follow-up test after eight weeks. Results showed that the mean of moral identity and its dimensions scores increased after training, but the difference between the two groups in the follow-up stage was not significant. Also, the effect of real-life dilemmas training in symbolizations dimension was more significant in boys' group than the girls' group in the post-test. Thus, moral identity can be changed based on training; however, ongoing and continuous training and moral environment are the prerequisites of attaining reliable effects from training.

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