جستجوی مقالات مرتبط با کلیدواژه "هیجان اخلاقی" در نشریات گروه "روانشناسی"

In this study, the mediating role of moral emotion and moral identity in relation to moral disengagement and bullying has been investigated.

For this purpose, 486 students were selected through simple clustering and random sampling from among all the elementary and high school students in Tehran. There were 254 male and 232 female students. This study was conducted using path analysis method with the help of spss22 and PLS-SEM software.

Both research hypotheses have been confirmed and it has been shown that moral identity and moral emotion both have a mediating role in the relationship between moral Disengagement and bullying.

Therefore, it can be concluded that according to the concept of the moral agency from Bandura's social cognitive theory, emotional factors should be considered in addition to cognitive factors and moral reasoning in order to examine the moral behavior of individuals.Keywords: Bullying, Moral Disengagement, Moral Emotion, Moral Identity.

The aim of the research was to investigate the effectiveness of moral intelligence training program on moral emotion and responsibility of second period of elementary female students in Tehran.

The method of this research was semi-experimental with pre-test post-test with control group. The statistical population included all female students in second period of elementary schools studying in the academic year of 2020-2021 in Tehran. Through available sampling method, 40 students were selected. They were randomly assigned to experimental and control groups (i.e., 20 students in each group). The experimental group received moral intelligence intervention for eight group sessions. During this period, the control group did not receive any intervention. Data collection instruments were Thornberg’s Moral Emotion Questionnaire, Mergler and Shield’s Personal Responsibility Questionnaire, which were administered to both experimental and control groups in pre-test and post-test. The research hypotheses were tested through univariate analysis of variance , t-test and univariate analysis of covariance.

The results of data analysis showed that the moral intelligence training program was significantly effective in improving moral emotion and responsibility (except personal responsiveness component) in experimental group. These findings highlight the importance of including moral intelligence programs in school curricula.

Accordingly, it can be concluded that moral intelligence training is an effective way to improve moral emotion and responsibility for elementary school students.

Parents are considered as the most important factor in socializing children and adolescents. Researches has confirmed the effectiveness of gratitude on the pro-social behavior; hence the purpose of this study is to explain the relationship between parent’s psychological control and children’s pro-social behavior by the mediation of the gratitude.

The research method is a descriptive correlation study. The statistical population of the study included all high school students in Yazd in the academic year ‎2020-2021‎. The sample size was 350 people who were selected with the multi-stage cluster sampling method and 308 people completed the questionnaires. Research Measurement included Dependency-Oriented and Achievement-Oriented Psychological Control Scale (Soenens et al, 2010), Multi-component Gratitude Measure (Morgan et al, 2017) and Pro-social Tendencies Measures (Carlo & Randall, 2002) that have been completed by students. 

The findings using structural equation modeling showed that final model has a good fitness. Also, findings of research hypothesis analysis showed that psychological control of parents could negatively and statistically significant predict pro-social behavior and relationship between gratitude and pro-social behavior was negatively and significant Moreover, the mediation role of gratitude in the relationship between parental psychological control and pro-social behavior was confirmed.

According to the research findings, it can be concluded that less psychological control of parents in the family context, and more children's skills in gratitude, can promotes their pro-social behavior.

In this study, the mediating role of moral emotion and moral motivation in the effect of moral disengagement on bullying has been investigated. For this purpose, 486 students, including 254 male and 232 female students were selected through simple clustering and random sampling from among all the elementary and high school students in Tehran. Participants responded to four questionnaires included; Bullying (Thornberg & Jangert, 2014), Moral disengagement (Thornberg & Jangert, 2014), Moral emotions (Thornberg et al, 2016), and a researcher-made questionnaire, Moral motivation. This study was conducted using a path analysis method with the help of spss22 and PLS-SEM software. hypotheses have been confirmed (P≤0/05), and it has been shown that moral motivation and moral Emotion both have a mediating role in the relationship between moral Disengagement and bullying. Therefore, it can be concluded that according to the concept of the moral agency from Bandura's social cognitive theory, emotional factors should be considered in addition to cognitive factors and moral reasoning in order to examine the moral behavior of individuals.

The purpose of this causal-comparative study was to compare moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students. The population consisted of all male and female students aged 10 to 15 years referred to Tadavom Counseling Center in Sari during three months (May, June, and July of 2017) for counseling (n=43). The sample consisted of 14 single-parent students and 18 ordinary students (based on willingness to participate and collaborate on research). In this research, we used moral riddles and social problem solving questionnaires. The data of moral decision making and prediction of moral emotions were analyzed using Chi-square test and data from social problem solving questionnaire were analyzed using independent t-test. Results showed no significant difference in moral decision-making, the predicted moral emotions and the problem solving style between single-parent and normal students. Education by parents, modeling for parents, interacting with peers, education and culture would be effective in the growth of moral emotions, moral behaviors, and the problem solving style of children.

This research was conducted with the aim of causal explanation of the prosocial behavior based on mother’s meta-emotion philosophy and the emotions of shame and guilt. The research method is a descriptive-correlational study. The statistical society included all students of the secondary high school in Shiraz city in the academic year of 2016-2017, together with their mothers. Participants were 508 students (257 girls and 251 boys) and their mothers were selected by cluster sampling method. Measurement tools included Meta-Emotion Philosophy Questionnaire (Evelyne, 2006) that have been completed by mothers, Guilt and Shame Proneness Scale (Cohen. etal, 2011) and Prosocial Tendencies Measures (Carlo & Randall, 2002) that have been completed by students. The data was analyezed by structural equation modeling applying AMOS software. The result showed that final model has a good fitness. Also, findings of research hypothesis analysis showed that mother’s emotional coaching has a direct and positive effect on the prosocial behavior and emotions of guilt and shame. Also, emotions of guilt and shame showed direct and positive effect on prosocial behaviors. Based on the findings of the research, emotions of guilt and shame had the mediating role in the relationship between mother’s emotional coaching and prosocial behavior. Mother’s acceptance/awareness didnt show any effect on research variables. In general, results of this research indicated the importance of moral emotiones in prosocial behavior.