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

روانشناسی تحولی: روانشناسان ایرانی

دوره 17، شماره 68، تیر 1400، صفحه 351-364   

نوع مقاله: علمی پژوهشی

نویسندگان

فوزیه حسینی طباطبایی¹؛ شعله امیری^{* 2}؛ محمد علی نادی³

¹دانشجوی دکتری روان شناسی تربیتی دانشکدهروان‌شناسی علوم تربیتی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران

²استاد گروه روان شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

³دانشیار گروه علوم تربیتی و روان شناسی  دانشکده روان‌شناسی علوم تربیتی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران

چکیده

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.

کلیدواژه‌ها

هویت اخلاقی؛ معماهای اخلاقی زندگی واقعی؛ نوجوان

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