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Moral Competence, Personality, and Demographic Characteristics: A Comparative Study

100%
Karamavrou S., Mouratidou K., Evaggelinou C., Koidou I., Parisi I.
Ethics in Progress
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2016
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vol. 7
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issue 1
136-151
EN
The development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students.
2
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Bullying, Mobbing and Bossing as the Types of Violence in Schools

88%
Kariková S., Šimegová M.
The New Educational Review
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2005
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vol. 7
79-95
EN
This contribution deals with the problems of violence at schools and has mainly a theoretical character. We would like to focus on an essential term definition that will be supplemented with some research findings. Currently, violence at schools is concentrated mainly on bullying among students as repeated, intentional and violent behaviour oriented on other student or students, who have no capability or power to resist this behaviour. Mobbing is relentless and systematic vilification of other colleague or colleagues, intriguing and conspiring, smearing in a work group. Bossing is psychological terror in the workplace, when a superior – boss, bullies one or some employees. In Slovakia, the violence problem at schools is not altogether solved. All three violence types (bullying, mobbing and bossing) have one common attribute of negative consequences on victim’s physical and mental health. The school setting creates some possibilities for bullying, mobbing and bossing, too.
3
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Implementation of Basic School-wide Positive Behavior Intervention Supports by School Personnel

63%
Chitiyo J.
Człowiek - Niepełnosprawność - Społeczeństwo
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2016
|
issue 4(34)
5-14
EN
School-wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.
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Ogólnoszkolny Program Wsparcia Pozytywnych Zachowań (School-wide Positive Behavior Support – SWPBS) staje się podejściem coraz powszechniej stosowanym w obszarze radzenia sobie z trudnymi zachowaniami w szkole. Mimo że program jest bardzo rozpowszechniony, przeprowadzono niewiele badań, które koncentrowałyby się na procesie jego realizacji. Niniejsze badanie miało na celu zgłębienie zagadnienia realizacji programu w szkołach. W szczególności chodziło o zbadanie, w jakim zakresie personel szkolny wykorzystuje w klasie różne praktyki zawarte w programie. Wyniki badania wskazują, że najczęściej stosowane praktyki to przekazywanie uczniom wiedzy na temat oczekiwań dotyczących ich zachowania oraz chwalenie tych, którzy te oczekiwania spełniają. Najrzadziej stosowane praktyki to zbieranie danych do podejmowania decyzji, przedstawianie danych na wykresach oraz przeprowadzanie funkcjonalnych ocen zachowania. Przedstawiono zalecenia oraz implikacje.
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