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Erken Ergenlikte Ahlak Gelişimi: Bir Müdahale Araştırması

Year 2018, , 153 - 169, 29.06.2018
https://doi.org/10.17244/eku.322365

Abstract

Bu çalışma, erken ergenlik dönemindeki ilköğretim öğrencilerinin ahlak
gelişimlerine katkı sağlamayı hedefleyen bir müdahale programının değerlendirmesini
içermektedir. Toplumun bir üyesi olma sürecinde, gerekli birçok değer, beceri
ve davranış örüntüleri erken ergenlikte ortaya çıkar. ‘Pozitif ergen gelişimi’
kavramsal çerçevesi kapsamında da, bu dönemdeki ergenlerin gelişimlerini
desteklemenin önemi vurgulanmaktadır. Çalışmanın verileri, uygulanmış bir
müdahale programı olan ‘Erken Ergenlikte Pozitif Gelişme: Farklı Ortamlardaki
Ergen Gelişimini Anlamak ve Desteklemek’
projesi aracılığıyla toplanmıştır. Uygulanan eğitim programı ile pozitif
ergen gelişimine katkısı olacağı düşünülen sosyal-duygusal ve ahlaki becerilerin
öğrencilere kazandırılması amaçlanmıştır. Araştırmanın örneklemini,
İstanbul’daki düşük ve orta sosyoekonomik düzeydeki 5’i kontrol 4’ü müdahale
olmak üzere toplam 9 farklı ilköğretim okulundan, 925 öğrenci oluşturmaktadır. Çalışma
kapsamında, ön-test, son-test ve takip verileri toplanmış ve program
değerlendirme analizleri yapılmıştır. Çalışmanın sonuçları uygulanan eğitim
programının, erken ergenlik döneminde tüm öğrenciler için olumlu etkileri
olduğu gibi, ahlak gelişimi konusunda özellikle riskli konumda olan erkek
öğrenciler için daha da yararlı olduğunu göstermektedir. 

References

  • Barrera, M., Biglan, A., Taylor, T. K., Gunn, B., Smolkowski, K., Black, C., et al. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3, 83–94.
  • Blum, R. W., & Libbey, H. P. (2004). Wingspread declaration on school connections. Journal of School Health, 74(7), 233-234.
  • Bornstein, M. H. & Cote, L. R. (2006). Acculturation and Parent-Child Relationships: Measurement and Development. Mahwah, NJ: Lawrence Erlbaum.
  • Buchanan-Barrow, E., & Barrett, M. (1998). Children's rule discrimination within the context of the school. British Journal of Developmental Psychology, 16(4), 539-551.
  • Dilmaç, B. (1999). İlköğretim öğrencilerine insani değerler eğitimi verilmesi ve ahlaki olgunluk ölçeği ile eğitimin sınanması. Yayımlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.
  • Eisenberg, N., & Valiente, C. (2002). Parenting and children’s prosocial and moral development. Handbook of Parenting, 5, 111-142.
  • Elias, M. J. (Ed.). (1997). Promoting social and emotional learning: Guidelines for educators. ASCD.
  • Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological issues.
  • Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: an experimental study. Developmental Psychology, 41(4), 625.
  • Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency?. Prevention Science, 5(4), 253-266.
  • Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29(1), 71-88.
  • Kağıtçıbaşı, Ç. (1990). Family and socialization in cross-cultural perspective: A model of change. In J. Berman (Ed.), Cross-cultural perspectives: Nebraska symposium on motivation, 1989 (pp. 135-200), 37. Lincoln, NE, Nebraska University Press.
  • Kağıtçıbaşı, Ç. (2002). Psychology and human competence development. Applied Psychology, 51(1), 5-22.
  • Kağıtçıbaşı, Ç. (2012). Benlik, Aile ve İnsan Gelişimi: Kültürel Psikoloji. 3. Baskı, İstanbul: Koç Üniversitesi Yayınları.
  • Kağıtçıbaşı, Ç., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psychology, 22(4), 333-361.
  • Kağıtçıbaşı, Ç., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30(6), 764-779.
  • Kohlberg, L. (1971). Stages of moral development. Moral education, 23-92.
  • Lerner, R.M., Fisher, C.B. & Weinberg, R.A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Development, 71, 11-20.
  • Mays, D. B. (2009). A quantitative study of adolescent moral decision making. (Doctoral dissertation, CAPELLA UNIVERSITY).
  • Narvaez, D. (2006). Guide for using the Positivity Scale. Center for Ethical Education, University of Notre Dame.
  • Nipkow, K. E., & Schweitzer, F. (1985). Moral Education in West Germany. Journal of Moral Education, 14(3), 194-203.
  • Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
  • Piaget, J. (1932). The Moral Development of the Child. Kegan Paul, London.
  • Quayle, D., Dziurawiec, S., Roberts, C., Kane, R., & Ebsworthy, G. (2001). The effect of an optimism and lifeskills program on depressive symptoms in preadolescence. Behaviour Change, 18(04), 194-203.
  • Ragozzino, K., Resnik, H., Utne-O'Brien, M., & Weissberg, R. P. (2003). Promoting academic achievement through social and emotional learning. Educational Horizons, 169-171.
  • Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, 33(2), 279-291.
  • Roberts, C. (2006). Embedding Mental Health Promotion Programs in School Contexts: The Aussie Optimism Program. ISSBD Newsletter, 50, 1-4.
  • Roth, J. & Brooks-Gunn,J. (2003). Youth development programs. Journal of Adolescent Health,32, 170-182.
  • Schlaefli, A., Rest, J. R., & Thoma, S. J. (1985). Does moral education improve moral judgment? A meta-analysis of intervention studies using the Defining Issues Test. Review of Educational Research, 55(3), 319-352.
  • Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: Modeling the relationship between adolescents’ hopeful future expectations and intentional self-regulation in predicting positive youth development. Journal of Adolescence, 34(6), 1127-1135.
  • Seçer (Şahin), Z. (2003). Yoğun Düşünme Eğitimi Programının Çocukların Ahlaki Yargılarına Etkisinin İncelenmesi. Yayınlanmamış Doktora Tezi. Konya: S.Ü. Sosyal Bilimler Enstitüsü.
  • Seçer, Z., Çağdaş, A., & Seçer, F. (2006). Çocukların Okul Ortamındaki Ahlaki Ve Sosyal Kuralları Ayırt etme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 20(20), 69-81.
  • Seligman, M.,Reivich, K., Jaycox, L., & Gilham, J. (1995). The optimistic child. Sydney: Random House.
  • Senemoglu, N. (1997) Gelisim Ögrenme ve Ögretim-Kuramdan Uygulamaya, Ankara.
  • Silberman, M. A., & Snarey, J. (1993). Gender differences in moral development during early adolescence: The contribution of sex-related variations in maturation. Current Psychology, 12(2), 163-171.
  • Sümer, N., & Güngör, D. (1999). Yetişkin bağlanma stilleri ölçeklerinin Türk örneklemi üzerinde psikometrik değerlendirmesi ve kültürlerarası bir karşılaştırma. Türk Psikoloji Dergisi, 14(43), 71-106.
  • Walker, L. J., & Taylor, J. H. (1991). Family interactions and the development of moral reasoning. Child Development, 62(2), 264-283.

Moral Development in Early Adolescence: An Intervention Study

Year 2018, , 153 - 169, 29.06.2018
https://doi.org/10.17244/eku.322365

Abstract

This study includes the evaluation of an
intervention program which aims to contribute to the moral development of early
adolescents. ‘Positive youth development’ framework stresses the importance of
supporting the youth development in this particular age period. The data of the
study was collected within a part of a broader intervention program called
‘Positive Youth Development in Early Adolescence: Understanding and Supporting
the Youth Development in Different Contexts’. Aim of the intervention was to
support the positive development of adolescents in social-emotional and moral
developmental areas. The sample was composed of 925 students from 9 elementary
schools, 5 control and 4 intervention schools, with low and middle
socioeconomic status background. The short term and long-term effects of the
intervention were measured by posttest and follow-up tests, respectively. The
results suggested that the intervention program was effective in supporting the
moral development of all students during the early adolescence.

References

  • Barrera, M., Biglan, A., Taylor, T. K., Gunn, B., Smolkowski, K., Black, C., et al. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3, 83–94.
  • Blum, R. W., & Libbey, H. P. (2004). Wingspread declaration on school connections. Journal of School Health, 74(7), 233-234.
  • Bornstein, M. H. & Cote, L. R. (2006). Acculturation and Parent-Child Relationships: Measurement and Development. Mahwah, NJ: Lawrence Erlbaum.
  • Buchanan-Barrow, E., & Barrett, M. (1998). Children's rule discrimination within the context of the school. British Journal of Developmental Psychology, 16(4), 539-551.
  • Dilmaç, B. (1999). İlköğretim öğrencilerine insani değerler eğitimi verilmesi ve ahlaki olgunluk ölçeği ile eğitimin sınanması. Yayımlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.
  • Eisenberg, N., & Valiente, C. (2002). Parenting and children’s prosocial and moral development. Handbook of Parenting, 5, 111-142.
  • Elias, M. J. (Ed.). (1997). Promoting social and emotional learning: Guidelines for educators. ASCD.
  • Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological issues.
  • Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: an experimental study. Developmental Psychology, 41(4), 625.
  • Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency?. Prevention Science, 5(4), 253-266.
  • Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29(1), 71-88.
  • Kağıtçıbaşı, Ç. (1990). Family and socialization in cross-cultural perspective: A model of change. In J. Berman (Ed.), Cross-cultural perspectives: Nebraska symposium on motivation, 1989 (pp. 135-200), 37. Lincoln, NE, Nebraska University Press.
  • Kağıtçıbaşı, Ç. (2002). Psychology and human competence development. Applied Psychology, 51(1), 5-22.
  • Kağıtçıbaşı, Ç. (2012). Benlik, Aile ve İnsan Gelişimi: Kültürel Psikoloji. 3. Baskı, İstanbul: Koç Üniversitesi Yayınları.
  • Kağıtçıbaşı, Ç., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psychology, 22(4), 333-361.
  • Kağıtçıbaşı, Ç., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30(6), 764-779.
  • Kohlberg, L. (1971). Stages of moral development. Moral education, 23-92.
  • Lerner, R.M., Fisher, C.B. & Weinberg, R.A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Development, 71, 11-20.
  • Mays, D. B. (2009). A quantitative study of adolescent moral decision making. (Doctoral dissertation, CAPELLA UNIVERSITY).
  • Narvaez, D. (2006). Guide for using the Positivity Scale. Center for Ethical Education, University of Notre Dame.
  • Nipkow, K. E., & Schweitzer, F. (1985). Moral Education in West Germany. Journal of Moral Education, 14(3), 194-203.
  • Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
  • Piaget, J. (1932). The Moral Development of the Child. Kegan Paul, London.
  • Quayle, D., Dziurawiec, S., Roberts, C., Kane, R., & Ebsworthy, G. (2001). The effect of an optimism and lifeskills program on depressive symptoms in preadolescence. Behaviour Change, 18(04), 194-203.
  • Ragozzino, K., Resnik, H., Utne-O'Brien, M., & Weissberg, R. P. (2003). Promoting academic achievement through social and emotional learning. Educational Horizons, 169-171.
  • Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, 33(2), 279-291.
  • Roberts, C. (2006). Embedding Mental Health Promotion Programs in School Contexts: The Aussie Optimism Program. ISSBD Newsletter, 50, 1-4.
  • Roth, J. & Brooks-Gunn,J. (2003). Youth development programs. Journal of Adolescent Health,32, 170-182.
  • Schlaefli, A., Rest, J. R., & Thoma, S. J. (1985). Does moral education improve moral judgment? A meta-analysis of intervention studies using the Defining Issues Test. Review of Educational Research, 55(3), 319-352.
  • Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: Modeling the relationship between adolescents’ hopeful future expectations and intentional self-regulation in predicting positive youth development. Journal of Adolescence, 34(6), 1127-1135.
  • Seçer (Şahin), Z. (2003). Yoğun Düşünme Eğitimi Programının Çocukların Ahlaki Yargılarına Etkisinin İncelenmesi. Yayınlanmamış Doktora Tezi. Konya: S.Ü. Sosyal Bilimler Enstitüsü.
  • Seçer, Z., Çağdaş, A., & Seçer, F. (2006). Çocukların Okul Ortamındaki Ahlaki Ve Sosyal Kuralları Ayırt etme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 20(20), 69-81.
  • Seligman, M.,Reivich, K., Jaycox, L., & Gilham, J. (1995). The optimistic child. Sydney: Random House.
  • Senemoglu, N. (1997) Gelisim Ögrenme ve Ögretim-Kuramdan Uygulamaya, Ankara.
  • Silberman, M. A., & Snarey, J. (1993). Gender differences in moral development during early adolescence: The contribution of sex-related variations in maturation. Current Psychology, 12(2), 163-171.
  • Sümer, N., & Güngör, D. (1999). Yetişkin bağlanma stilleri ölçeklerinin Türk örneklemi üzerinde psikometrik değerlendirmesi ve kültürlerarası bir karşılaştırma. Türk Psikoloji Dergisi, 14(43), 71-106.
  • Walker, L. J., & Taylor, J. H. (1991). Family interactions and the development of moral reasoning. Child Development, 62(2), 264-283.
There are 38 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Berna Akçinar

Çiğdem Kağıtçıbaşı This is me

Nazlı Baydar This is me

Publication Date June 29, 2018
Submission Date June 29, 2017
Published in Issue Year 2018

Cite

APA Akçinar, B., Kağıtçıbaşı, Ç., & Baydar, N. (2018). Erken Ergenlikte Ahlak Gelişimi: Bir Müdahale Araştırması. Eğitimde Kuram Ve Uygulama, 14(2), 153-169. https://doi.org/10.17244/eku.322365