Povezanost posjedovanja kućnih ljubimaca sa moralnim razvojem učenika

Moral development in primary school students represents a fundamental aspect of their overall development, shaping the way children understand concepts such as good, evil, justice, respect, and responsibility. During the primary school years, students undergo significant changes in their thinking, behavior, and social attitudes, which are largely influenced by their immediate environment - family, school, peers, and the broader community. The aim of this paper is to determine whether students' levels of moral development differ in relation to their socio-pedagogical characteristics. These characteristics include the students' gender and grade level. The research was conducted on a sample of 1,203 eighthand ninth-grade primary school students in the city of Banja Luka. Data were collected using the Moral Development Level Scale (MDLS), which was created specifically for this research. The results showed a statistically significant difference in favor of female students in terms of their self-assessed level of moral development. Eighth-grade students achieved better results than ninth-grade students, although these differences were not statistically significant. The findings are valuable for guiding future educational practices as well as further research into children's moral development.

Research objectives and problems: The aim of this study was to determine whether there is a statistically significant relationship between elementary school students’ level of moral development and their academic achievement. The research examined the connection between students’ moral development and their overall grade point average (GPA), as well as their achievement in art-related subjects (painting and music) and science subjects (mathematics and physics). Research methods: The study employed a survey technique to collect data on students’ academic performance and a scaling technique to measure moral development. The moral development scale consists of 65 items assessing moral knowledge, attitudes, and behavior. Process of argumentation: The paper is structured around a theoretical and methodological framework. The theoretical section analyzes major theories of moral development and relevant empirical findings, while the methodological section presents the research aims, questions, hypotheses, sample description, instruments, and research procedure. Research findings and their impact on the development of educational sciences: The analysis shows that there is no statistically significant relationship between overall academic success and moral development, nor between achievement in science subjects and moral development. It is also important to note that students who earned higher grades in painting achieved a higher level of moral development than other students. Students with high grades in art demonstrated statistically significantly higher results on the moral development scale. Given that this relationship was not confirmed for music, the hypothesis concerning art subjects is only partially supported. Conclusions and/or recommendations: Regardless of the results obtained, future research should be directed toward examining children’s morality in a larger sample of students. Although the level of moral development does not statistically significantly differ depending on students’ overall academic success, the difference observed in art-related subjects provides a basis for more detailed investigation. Further studies with larger and more diverse samples are needed to validate these results and explore potential mediating factors influencing moral development.

This paper presents the results of an empirical study into the relationship between family functioning and the level of moral development in senior students (adolescents), designed and conducted to take into consideration the more complete definition of the modern family, which gives preference to intra-family determinants over its external features, and relies on the results of previous relevant studies of the influence of the family on the formation of the child's personality. A functional and healthy family is one that aspires to or successfully achieves its goal of raising and educating children and youth, responsible parenthood/guardianship, promotion and maintenance of the mental and physical health of all family members, and provision of support to their work, life, and social fulfillment. The aim of the study was to ascertain whether there is a statistically significant correlation between family functioning and the level of students' moral development and overall school performance. It included 220 senior primary school students. The results show that about two-thirds of students see their families as optimally functional, and that the rest of the respondents believe that they live in families that do not reach the same functioning mark. Every third respondent perceives their family as functioning adequately, but quite a few students (7.27%) perceive their family as functioning moderately (according to the Beavers Systems Model, such families are considered dysfunctional). Students from optimally functional families had the highest average scores on moral development tests, while those from moderately functional families scored the lowest average number of points. The differences are statistically significant not only on these tests, but also for overall school performance as the control variable. A statistically significant correlation was found between the level of family functioning and student achievement on moral development tests. Such results allow us to conclude that family functioning (with all intragroup determinants that have positive educational effects) is one of the key factors in the moral formation of young people's personalities and their academic performance. Therefore, it is extremely important to improve the social position of the family, continuously train/instruct parents on pedagogical issues, and continuously work in partnership with pedagogical and other institutions and organisations engaged in children's upbringing and education.

The aims of the study were to describe the relationship between all three of Kohlberg's levels of moral development and attitudes towards software piracy as well as to determine if an individual's Knowledge of Intellectual Property Laws moderated this relationship. The research exploring moral development and attitudes towards software piracy is limited in that the results are inconclusive and often do not assess higher levels of moral development. In this study, we explore some of the early antecedent relationships in the theory of reasoned action. An exploratory, non-experimental, cross-sectional survey design was used and a questionnaire containing three scales (attitudes towards software piracy, levels of moral development and Knowledge of Intellectual Property Laws) were obtained from a sample of 402 respondents from three medium-sized South African organisations and from an online survey on a prominent South African online information technology magazine. The results indicated that there is a significant positive relationship between the respondents’ attitudes to software piracy and levels of moral development. Additionally, there are significant relationships between attitudes towards software piracy and each of the levels of moral development. Level 2 moral development predicted the most amount of variance in attitudes towards software piracy. The moderated multiple linear regression revealed that the Knowledge of Intellectual Property Laws did not have a moderating effect on the relationship between attitudes towards software piracy and moral development. These findings provide a more in-depth analysis of the relationship between attitudes and levels of moral development with respect to software piracy.

In recent years, psychologists and educators have shown increased interest in the moral development of college students. Kohlberg and Rest discuss a six-stage model of moral judgment development that has generated considerable research. The findings have raised several issues regarding the relevance of attitudes, traits, and experiences in understanding the moral judgment development of students. This study examines the differential impact of (1) college experiences, (2) attribution beliefs and attitudes about punitiveness, (3) educational and academic characteristics, and (4) freshmen level of moral judgment development on the level of moral development of upper-division students, who as freshmen were classified as having either low or high levels of moral reasoning. For freshmen with low moral reasoning scores, their upper-division level of moral judgment development was significantly related to their causal attribution beliefs regarding personal responsibility. For those freshmen with high moral reasoning scores, their initial level of moral reasoning was the most significant factor related to their upper-division level of moral judgment development. For these students, participation in extracurricular activities was negatively related to upper-division moral reasoning scores. The more they had participated in extracurricular activities, the lower their upper-division moral reasoning scores.

The present study is the first behavioral genetic investigation of relationships between the Dark Triad of personality--Machiavellianism, narcissism, and subclinical psychopathy--and moral development. Participants were 154 monozygotic twin pairs and 82 same-sex dizygotic twin pairs. Higher scores on Machiavellianism and psychopathy were positively correlated with low levels of moral development; high psychopathy scores also correlated negatively with high levels of moral development. Individual differences in lower levels of moral development were attributable to genetic and nonshared environmental factors but, very interestingly, individual differences in the highest levels of moral development showed no genetic basis but were entirely attributable to shared and nonshared environmental factors. Finally, correlations between the Dark Triad and moral development variables showed no genetic basis while correlations among the moral development variables were variously attributable to correlated genetic and correlated environmental factors.

Education is one way to impart moral consciousness in individuals. One of the marks of moral growth is abstinence from retrogressive socio-cultural beliefs and practices. The study investigated the relationship between reasons given by teachers and students for abstaining from retrogressive socio-cultural practices and their levels of moral development, based on Kohlberg’s theory of moral development. The retrogressive socio-cultural practices were identified from Henry Ole Kulet’s novel Blossoms of the Savannah, which was selected purposively. The research was descriptive comparative by design. The study targeted 2227 Form Three students and 620 teachers of English from national secondary schools from Uasin Gishu, Nandi and Elgeyo Marakwet Counties. From this population, 339 students and 59 teachers were sampled using Taro Yamane’s formula and selected using simple random sampling. Data were collected using questionnaires, focus group discussions, classroom observations and content analysis. Quantitative data was analysed using SPSS (version 25) program. Qualitative data was analysed thematically. From the novel, four retrogressive practices were identified, namely female genital mutilation, polygamy, patriarchy along with male chauvinism, and arranged or early marriages. From the findings, majority of students and teachers’ reason at the post-convectional level of moral development, as evidenced from the various explanations they gave for abstaining from retrogressive socio-cultural practices. Therefore, teachers and students’ reason beyond the perspectives of society and recognize that laws must be consistent with individuals’ rights. Consequently, the government should select and approve literary texts as set-books that promote conventional or post-conventional level of moral reasoning in their readers.

The Relationships Among Moral Development, Religiosity and Religious Orientation in Students

The stages in an individual's moral development will determine how an individual will behave. Kohlberg divides moral development into three stages, namely pre-conventional, conventional and post-conventional. However, the stages of individual moral development may vary. These different levels of moral development will influence individuals’ behavior when they face ethical dilemmas. This research aimed to determine the correlation between accounting students’ moral development and narcissism on academic fraud. This quantitative research employed a survey method. The research samples were 46 accounting students taken with a random sampling method. The results showed that narcissism affects accounting students’ academic fraud but there is no correlation between the level of moral development and academic fraud.

The goal of this paper is to connect managerial behavior on the “agent-steward” scale to managerial moral development and motivation. I introduce agent- and steward-like behavior: the former is self-serving while the latter is others-serving. I suggest that managerial moral development and motivation may be two of the factors that may predict the tendency of managers to behave in a self-serving way (like agents) or to serve the interests of the organization (like stewards). Managers at low levels of moral development are more likely to behave like agents, while managers at higher levels of moral development are more likely to behave like stewards. I also argue that managers at the highest level of moral development may serve the interests of people other than the firm’s owners and thereby transfer wealth from the firm’s owners to third parties. Moral motivation is likely to be a factor that moderates the proposed relationships. Finally, I develop propositions that address the role of material incentives in controlling behavior of managers at different levels of moral development.

The goal of this paper is to connect managerial behavior on the “agent-steward” scale to managerial moral development and motivation. I introduce agent- and steward-like behavior: the former is self-serving while the latter is others-serving. I suggest that managerial moral development and motivation may be two of the factors that may predict the tendency of managers to behave in a self-serving way (like agents) or to serve the interests of the organization (like stewards). Managers at low levels of moral development are more likely to behave like agents, while managers at higher levels of moral development are more likely to behave like stewards. I also argue that managers at the highest level of moral development may serve the interests of people other than the firm’s owners and thereby transfer wealth from the firm’s owners to third parties. Moral motivation is likely to be a factor that moderates the proposed relationships. Finally, I develop propositions that address the role of material incentives in controlling behavior of managers at different levels of moral development.

An analysis of the association of demographic variables with the cognitive moral development of Canadian accounting students: an examination of the applicability of American-based findings to the Canadian context

This study investigated the relationship between level of moral development and factual learning in situations with potentially strong moral overtones. 193 children in Grades 5 and 6 were interviewed using Kohlberg's moral judgment scale and were tested after a film-tape presentation on the Netsilik Eskimos. Analyses of variance indicated that there was a relationship between level of moral development and factual learning in situations with moral overtones but that this relationship did not interact with intelligence, level of academic achievement, sex, or grade level. It was also concluded that the highest moral development group (the conventional level) was different from the lower moral development groups (the preconventional level) in total factual learning, IQ, and level of academic achievement.

Level moral development in early childhood in Kenagarian Lunang Barat, Kecamatan Lunang, Kabupaten Pesisir Selatan is still low category. This is allegedly due to the low attention give by parents. This study aims to reveal a picture of the attention given by parents to children, a picture of the level of early childhood moral development and the relationship between the two variables. This research is correlational research, with population and sampled are parent. Sampling with area random sampling technique. Tools for data collection used in the form of questionnaires and data analysis technique using the formula percentage and product moment formula. The results of the study include: (1) Attention given by the parents is still low category. (2) The level of early childhood moral development is still low category. (3) There is a significant relationship between the attention given to parents and the level of early childhood moral development. The suggestions in this study are that parents need to improve understanding, knowledge, and increase attention to children, so that children can show the good level of moral development.

Researched are problems of spiritual and moral education of children and adolescents at various age stages, identifying the content and methods of their spiritual and moral development. The following age periods are considered: preschool age, primary school age, adolescence and adolescence, taking into account the leading activity (according to L.S. Vygotsky and D.B. Elkonin), the level of intellectual and moral development (L. Kohlberg, J. Piaget), self-awareness. The age characteristics of children and adolescents also determine the specific ways of educational work from preschool story-role-playing games to discussions, trainings, conferences, group work in older adolescence and youth. The article presents the content and methods of spiritual and moral education and self-education, areas of activity identified in the course of empirical research. The purpose of spiritual and moral education is aimed at developing spiritual qualities that ensure the development of the spiritual consciousness of children, adolescents and youth in accordance with the tasks of the new education, which characterizes the expansion of consciousness by realizing its relationship with the Cosmos, with the deep processes of the evolutionary development of mankind, overcoming the narrow framework of personal egoistic consciousness. The materials of the article are of practical value for researchers of educational problems, students and also school teachers.