Examination of Empathic Tendency and Honesty Value in Secondary School Students According to Different Variables and the Relationship Between Them

Year 2024, Volume: 9 Issue: 2, 1 - 19

Nurcan Özcan

https://doi.org/10.32568/jfce.1462066

Abstract

The research was conducted to define the empathy tendency levels and honesty value levels of secondary school students and to determine whether there is a relationship between them by examining them according to variables such as gender and grade level. The research is quantitative research and the general screening model was determined as the research model. The research group of the study includes a total of 388 students studying in secondary school at the fifth, sixth, seventh, and eighth-grade levels. “Empathic Tendency Scale” and “Honesty Tendency Scale” are data collection tools. In line with the purpose of the study, the data were subjected to statistical procedures such as arithmetic mean, correlation analysis test, t-test, and ANOVA test. As a result of the findings, it was seen that secondary school students had more empathy tendency skills than honesty values. According to empathy tendency levels, it was observed that male students and female students were more similar to each other in terms of honesty value levels, and there was no relationship between honesty value levels and empathy tendency levels. It was observed that there was a statistically significant difference between the empathy tendency level and the gender variable (the empathy tendency level was lower in male students than in female students), but there was no statistically significant difference between the gender variable and the honesty value. There is a statistically significant difference between the grade level variable and empathy tendency and honesty value (sixth-grade students' empathy tendency levels are lower than other grade levels, and eighth-grade students' honesty value levels are higher than other grades).

Keywords

Secondary school, student, values education, empathy, honesty.

Thanks

Çalışma sürecinde desteklerinden dolayı Prof. Dr. Hüseyin ÇALIŞKAN, Doç. Dr. Mithat TAKUNYACI hocalarıma ve İsmail AKSAKAL' a teşekkür ederim.

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