Prosociality, Religiosity and Values in Adolescence: Comparing the Impact of Religious and General Schooling in Turkey

Autor/inn/en	Arslantürk, Gökhan; Harput, Dinçkan
Titel	Prosociality, Religiosity and Values in Adolescence: Comparing the Impact of Religious and General Schooling in Turkey
Quelle	In: Journal of Beliefs & Values, 42 (2021) 3, S.348-362 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslantürk, Gökhan) ORCID (Harput, Dinçkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2020.1848150
Schlagwörter	Correlation; Religious Factors; Prosocial Behavior; Altruism; Empathy; Adolescents; Foreign Countries; Comparative Analysis; Religious Education; General Education; Institutional Characteristics; Attitude Change; Student Attitudes; Social Values; Islam; Middle School Students; High School Students; Turkey + Suchen Sie Ihr Suchwort? Korrelation; Altruistic behavior; Altruismus; Empathie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Allgemein bildendes Schulwesen; Allgemeinbildung; Attitudinal change; Einstellungsänderung; Schülerverhalten; Sozialer Wert; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Türkei
Abstract	So far, there is no consensus in psychology research with regard to the relationship between religiosity and prosocial behaviour. However, this relationship is quite important for understanding the dynamics underlying prosociality in adolescence. In the present study, 1,170 Turkish adolescents (aged 12-17) from both religious and general schools were compared in terms of their prosociality (empathy, altruism and kindness), values and religiosity. The results indicated a positive relationship between religiosity and prosociality; however, there was no significant difference between the types of schools in terms of prosocial characteristics. Additionally, as hypothesised, intrinsic religiosity was positively correlated with self-transcendence and conservatism and negatively correlated with self-enhancement and openness to change. These findings suggest that religious schooling does not lead to greater prosocial behaviour, although religiosity was associated with prosociality in adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01