Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

Autor/inn/en	Peng, Zhengmei; Benner, Dietrich; Nikolova, Roumiana; Ivanov, Stanislav; Peng, Tao
Titel	Ethical and Moral Competences of Upper Secondary Students: A Comparative Study
Quelle	In: ECNU Review of Education, 4 (2021) 4, S.686-706 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120973958
Schlagwörter	Ethics; Ethical Instruction; Values Education; Moral Values; Empathy; High School Students; Adolescents; Competence; Knowledge Level; Student Characteristics; Family Characteristics; Comparative Education; Foreign Countries; China (Shanghai); Germany (Berlin); Austria (Vienna); Poland + Suchen Sie Ihr Suchwort? Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Werterziehung; Moral value; Ethischer Wert; Empathie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenz; Wissensbasis; Vergleichende Erziehungswissenschaft; Ausland; Polen
Abstract	Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge, ethical-moral judgment competence, and competence in developing ethical-moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students' proficiency levels of ethical-moral knowledge, reasoning competence, as well as students' high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students--also on the test for developing ethical-moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01