Moral development in early adolescence: an intervention study

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.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.Publisher's Versio

[Commentary] The “common view” and the “cultural binary”— and how to move forward

Takano and Osaka’s (1997, 1999) careful review of empirical research on individualism and collectivism in the US and Japan revealed a striking lack of support for the “common view” that Japanese individuals are typical collectivists whereas Americans are typical individualists. Two decades on, Takano and Osaka (2018) conclude that empirical studies have continued to fail to support the common view—and yet this view is stubbornly persistent in the literature. More is at stake here than the characterization of two national cultures. The common view epitomizes a widely adopted binary view of culture, which reduces the richness and complexity of global cultural diversity to an oversimplified contrast between individualist/independent/Western/North American and collectivist/interdependent/Eastern/East Asian categories. Unless cultural psychologists can move beyond binary thinking and research practices, correcting an inaccurate portrayal of American and Japanese cultures will be of limited benefit. Future progress might be fostered by (a) defining concepts more precisely, (b) more use of exploratory approaches, (c) wider sampling of cultural groups and contexts, (d) using available methodological guidance for cross-cultural research, and (e) expanding research into cultural identities and stereotypes

Perceived parental control, restructuring ability, and leisure motivation: A cross-cultural comparison

Leisure is viewedworldwide as an important developmental context for adolescents. As leisure research and programs are shared across nations, it is crucial to examine the cultural equivalence of leisure-related constructs and how they are related. Grounded in self-determination theory, this study explored the influence of perceived parental control and leisure restructuring ability on leisure motivation (amotivation and autonomous motivation) using samples of eighth grade adolescents in the United States and South Africa. Results of multiple-group structural equation modeling showed that the measurement model of the constructs was equivalent across the two samples, but the determinants of leisure motivation differed between the two samples. The findings provide implications for future cross-cultural research in leisure and offer insights on design and adaptation of leisure-based intervention and education programs in different cultural contexts.IS

Gender as Symbolic Capital and Violence: The Case of Corporate Elites in Turkey

Based on a Bourdieusian approach, drawing on qualitative analyses of 63 life interviews, our study demonstrates that gender is performed as both symbolic capital and violence by corporate elites within the dominant ideologies of patriarchy and family in Turkey. Our analysis reveals that, in the male-dominated context of Turkey, female elites appear to favour male alliances as a tactical move in order to acquire and maintain status in their organizations, whereas male elites appear to remain blind to the privileges and constraints of their own gendered experience of symbolic capital and violence. Our study also illustrates that gender order is still preserved, despite beliefs to the contrary that equality in education, skills, experience and job performance may liberate women and men from gender-based outcomes at work.GSU Research Fun

Value orientations of Turkish teachers and Schwartz's Theory of Values running head: Values

In the present study, Schwartz's Value Survey was applied to 183 Turkish teachers with four additional values. The multidimensional space analysis showed that the additional values emerged in expected value types ("chastity in woman" and "superiority of men" in tradition; "hospitality" in conformity/security and "secularism" in universalism/self-direction), exhibiting a structure similar to the one proposed in Schwartz's theory of values. Teachers" value orientations were examined by dividing the sample into nuclear/extended family preference and high/low religious orientation,groups. The findings showed that the subjects who preferred nuclear family gave higher ratings to Openness to Change values whereas the subjects in extended family group rated Conservation values higher than the other group. These groups did not differ significantly in their ratings of Self-Transcendence and Self-Enhancement values. The comparisons between high and low religiosity groups showed that low religiosity group gave higher ratings to Openness to Change values and lower ratings to Conservation values than did high religiosity group. In Self-Transcendence values, the ratings of these groups differed only in universalism value type; low religiosity group rated these values significantly higher than did high religiosity group. The ratings of these groups did not differ in Self-Enhancement values. The findings were discussed in relation to Kagitcibasi's family change model and individualism-collectivism concepts

Erken Ergenlikte Ahlak Gelişimi: Bir Müdahale Araştırması

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.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.Publisher's Versio