Students’ Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere

Høst, Karin; Brugman, Daniël; Tavecchio, L.W.C.; Beem, Leo

doi:10.1080/0305724980270104

Cited by 40 publications

(52 citation statements)

References 5 publications

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“…The school types represent the four educational levels in Dutch secondary schools (i.e., junior vocational; intermediate general; higher general; and university preparatory secondary education). The sample contains small schools as well as larger comprehensive schools, all situated in the western, highly urbanized, part of The Netherlands (a more detailed description of the sample is presented in Høst, Brugman, Tavecchio, & Beem, 1998).…”

Section: Methods Samplementioning

confidence: 99%

“…The School Moral Atmosphere Questionnaire (SMAQ, Høst et al, 1998) is a multiple-choice instrument. It contains two standardized school dilemmas (one about helping an unpopular classmate, the other about stealing fromand preventing somebody from stealing from-a classmate) to measure the extent that the norms of ''helping'' and ''rejection of stealing'' are shared by the students of a school and the collective stage of reasoning concerning these norms.…”

Section: Instrumentsmentioning

confidence: 99%

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Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Beem

Brugman

Høst³

et al. 2004

European Journal of Developmental Psychology

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The School Moral Atmosphere Questionnaire (SMAQ) was constructed to measure differences in students' perception of school moral atmosphere between schools. The instrument is based upon the constructs defined by the Just Community Approach that focused on students' shared perspective and portrayed ideal types of school moral culture. This study presents reliability estimates of the SMAQ based on a generalizability study. A total of 1280 students from 32 normal secondary schools participated in the study. The design of the study includes the factors: type of school varying in educational level; school; grade level; class; and student. Variance components and reliabilities are estimated for two models. In Model 1 grade level is a fixed effect, in Model 2 grade level is a random effect. The results indicate that moral atmosphere in school can be measured reliably, although in Model 2 a considerable number of observations may be needed. Because score levels for some subscales depend on the school type, reliabilities are higher for the entire population than for populations consisting of one particular school type. It is concluded that students' perception of moral atmosphere in normal secondary schools have a strong individual flavour. Perceived moral atmosphere should # 2004 Psychology Press Ltd

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Section: Methods Samplementioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Beem

Brugman

Høst³

et al. 2004

European Journal of Developmental Psychology

Self Cite

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show abstract

“…Boom, 1991), but also because antisocial and prosocial behavior have been shown to be determined to an important extent by the sociomoral climate of the environment both in schools (Brugman et al, 2003;Higgins, Power, & Kohlberg, 1984;Høst, Brugman, Tavecchio, & Beem, 1998;Power et al, 1989) and in the context of organized youth sports (e.g., Guivernau & Duda, 2002;Rutten et al, 2007;Stephens, 2000). Ommundsen, Roberts, Lemyre, and Treasure (2003) showed that a positive mastery-oriented sports climate proved to be associated with higher levels of sociomoral reasoning and a reduction of antisocial behavior in adolescent male soccer players.…”

mentioning

confidence: 99%

On‐ and off‐field antisocial and prosocial behavior in adolescent soccer players: A multilevel study

Rutten

Deković

Stams

et al. 2007

Journal of Adolescence

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This study investigated to what extent team membership predicts on-and offfield antisocial and prosocial behavior in (pre)adolescent athletes. Effects of team-membership were related to characteristics of the team environment, such as relational support from the coach towards team members, fair play attitude and sociomoral reasoning within the team, and sociomoral climate. The sample consisted of N=331 male soccer players. Multilevel analyses revealed that 21% of the variance in off-field antisocial behavior, and 8% and 14% of the variance in on-field antisocial and prosocial behavior, respectively, could be attributed to characteristics of the sporting environment, including relational support from the coach, exposure to high levels of sociomoral reasoning about sports dilemmas, and positive team attitude toward fair play. The results highlight the importance of contextual factors in explaining both antisocial and prosocial behavior in adolescent athletes and emphasize the role of organized youth sports as a socialization context.

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“…Also, in personal life, the story's hero and the one who is reasoning are the same individuals. Furthermore, the PSYCHIATRY AND CLINICAL PSYCHOLOGY emotions [33,44,45], sense of duty [46], thought of the outcome, and the fate of the closest people [32] affects the individual's decision and maybe a moral act independent of moral judgment in reality [49].…”

Section: Discussionmentioning

confidence: 99%

Comparison of Two Approaches for Measuring Moral Development: Neo-Kohlbergian Approach and Moral Study Challenges

Hooshyari

Delavar

Minaee

et al. 2018

IJPCP

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Objectives A few of the challenges involved in measuring moral development includes tools and methodology. The present study compared two neo-Kohlbergian approaches in the study of moral development. Methods A total of 40 peoples referred to the Center for Behavioral and Mental Health Assessment were selected as a sample group, subjected to QUAN-QUAL (equal) design, and assessed using Defining Issue Test (DIT), Sociomoral Reflection Measure-Short Form (SRM-SF), semi-structured interviews based on hypothetical moral dilemmas, and in-depth interviews based on real-life dilemmas. Results The results showed that DIT and SRM-SF scores were correlated in the moral maturity index; however, these two methods and the results of conflicts in real life exhibited significant differences . Conclusion Therefore, standards and instructions were applied to both methods including test based on the memory or recalling that would yield similar results. Furthermore, the difference between these two methods with respect to results and interviews based on real-life dilemmas might be dependent on the situation of the individual than the tools, making self-judgment easier for individuals.

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Students’ Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere

Cited by 40 publications

References 5 publications

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

On‐ and off‐field antisocial and prosocial behavior in adolescent soccer players: A multilevel study

Comparison of Two Approaches for Measuring Moral Development: Neo-Kohlbergian Approach and Moral Study Challenges

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