Ahlaki davranış ve topluma yararlı davranışlar: Sanat eğitimi fark yaratır mı?

Necla Acun Kapıkıran

Moral behavior and pro-social behaviors: does art education create a difference?

Journal Name:

Uluslararası İnsan Bilimleri Dergisi

Publication Year:

2008

Key Words:

Keywords (Original Language):

Author Name	University of Author	Faculty of Author
Necla Acun Kapıkıran	Pamukkale Üniversitesi	Eğitim Fakültesi

Abstract (2. Language):

The purpose of this study is to investigate whether art education creates a difference on moral behavior and to determine college students’ moral behaviors through their perceptions of their parents’ pro-social behaviors. The subjects of this study consist of 202 college students (Female: 125, Male: 77). Moral behavior was measured by using the “Scale of Evaluating Moral Behavior”, which was developed by Hogan (1973) and Blasi (1980). In order to measure pro-social behaviors, the “Scale of Child and Family” was used. This instrument was developed by Lennon and Others in 1987. The results showed that art education did not create a difference on moral behavior. Moral behavior was found to be significantly related with fathers’ pro-social behaviors and the personal moral character subscale of Scale of Evaluating Moral Behavior was significantly predicted to the subgroups of mothers’ understanding of emotions and fathers’ need of helping. These results were discussed in relation with the literature on moral behavior and the development of pro-social behaviors.

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Abstract (Original Language):

Bu araştırmanın amacı ahlaki davranışın sanat eğitimi açısından fark yaratıp yaratmadığını saptamak ve öğrencilerin ahlaki davranışlarını annelerinin ve babalarının topluma yararlı davranışlarını algılayışları açısından belirlemektir. Çalışma grubu 202 öğrenciyi içermektedir (Kız:125, Erkek:77). Ahlaki davranış Hogan (1973) ve Blasi (1980) tarafından geliştirilen Etik Davranışı Değerlendirme Ölçeği(EDDÖ) ve topluma yararlı davranışları ölçmek için Lennon ve ark. 1987 tarafından geliştirilen Çocuk ve Aile Ölçeği (ÇAÖ) kullanılmıştır. Bulgular, ahlaki davranış sanat eğitimi veren grup açısından fark yaratmamıştır. Ahlaki davranış babaların topluma yararlı davranışları, EDDÖ'nin alt boyut olan kişisel ahlaki karakter ÇAÖ'nin annenin duyguları anlama alt boyutu ve babanın yardım etme ihtiyacı boyutu tarafından anlamlı olarak yordanmıştır. Bulgular, ahlaki davranışların ve topluma yararlı davranışların gelişimine ilişkin yazın alanları çerçevesinde tartışılmıştır.

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Ahlaki davranış ve topluma yararlı davranışlar: Sanat eğitimi fark yaratır mı?

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