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Investigating the Effectiveness of Moral Education with an Emotion-Focused Approach on Students' Responsibility and Ethical Decision-Making

Document Type : Research Paper

Authors

1 Master of Clinical Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

2 Associate Professor, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

Abstract

This research was conducted with the aim of investigating the effectiveness of ethics education with an emotion-oriented approach on responsibility and moral decision-making of female students of the second secondary school in Shahrood city. This study was conducted as a semi-experimental method with a pre-test-post-test design and a control group. The statistical sample included 24 female students who were randomly divided into two groups of 12 people, experimental and control. The experimental group participated in eight training sessions for 90 minutes with moral education with an emotion-oriented approach, while the control group did not receive any intervention. The instruments used for data collection included the responsibility scale of the California Psychological Inventory (CPI) and the Moral Judgment Test (MJT). Data analysis was done using covariance test (ANCOVA). The results of covariance analysis showed that moral education with an emotion-oriented approach had a significant effect on increasing responsibility (F=294.547, p<0.001) and improving moral decision-making (F=41.118, p<0.001) in the experimental group compared to the control group. Teaching ethics with an emotion-oriented approach can significantly help improve students' responsibility and ethical decision-making. These findings highlight the importance of paying attention to emotions in moral education and show that emotions can be used as a powerful tool in strengthening moral behaviors. To take full advantage of this approach, there is a need to train teachers and develop appropriate educational programs.

Keywords

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References
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Educational Psychology
Volume 20, Issue 74
January 2025
Pages 207-226
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