Název: Charakteristiky hodnotenia a sebahodnotenia prosociálneho správania u žiakov piatych a šiestych ročníkov vybraných základných škôl
Variantní název:
- Features of evaluation and self-evaluation of prosocial behaviour among fifth- and sixth-grade pupils
Zdrojový dokument: Studia paedagogica. 2015, roč. 20, č. 1, s. [67]-83
Rozsah
[67]-83
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2015-1-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/133656
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Rozvoj prosociálnosti a výchova charakteru sú jednými z najvýznamnejších výziev súčasnej školy. Cieľom štúdie, ktorá je súčasťou predprieskumnej fázy širšieho experimentálneho skúmania efektov etickej výchovy, je zistiť, ako žiaci v kontexte tohto školského predmetu vnímajú vlastnú úroveň prosociálnosti, ako hodnotia svojich spolužiakov, ako ich hodnotia učitelia a či sú medzi týmito hodnoteniami zovšeobecniteľné súvislosti. Autori použili revidovanú verziu Rocheho dotazníka prosociálneho správania na vzorke 254 žiakov (132 chlapcov) vo veku 10–12 rokov (piaty a šiesty ročník ZŠ). Výsledky ukazujú signifikantné rozdiely v sebahodnotení aj hodnotení druhých, predovšetkým na základe pohlavia. Avšak nielen lineárne. Učitelia hodnotia dievčatá ako prosociálnejšie, než sa hodnotia ony samy, a naopak chlapcov hodnotia negatívnejšie, než sa chlapci vidia sami. Chlapci sami sa hodnotia prosociálnejšie, než ich vidia ostatní, u dievčat sa tento nepomer stráca. Vek, v porovnaní 5-tych a 6-tych ročníkov, zohráva zreteľnú rolu najmä u učiteľov, ktorí signifikantne pozitívnejšie vnímajú mladších žiakov. Úplnosť rodiny (dieťa žije v domácnosti s matkou aj otcom) ako premenná neukazuje evidentné rozdiely vo vnímaní žiakov v porovnaní so situáciou, keď dieťa býva len s matkou. Avšak v prípade, keď dieťa žije len s otcom, jeho sebavnímanie prosociálnosti je značne negatívnejšie, než je ono vnímané ostatnými.
Prosocial development and character education are those of highest important challenges for contemporary school. The aim of present study is to examine how pupils perceive their own prosociality, how they evaluate the classmates, what are the assessements made by teachers, and whether there is a coherency between them which could be enounced in general. The study is part of a wider experimental research plan focused on the effects of ethics education in pre-research phase. Authors used the revised version of Roche's Prosocial Behaviour Scale (1998) for school population of 254 fifth and sixth grade's pupils (132 boys) in the age from 10 to 12. Results show significant differences in self-perception and other-percetion mainly based upon sex, not linear only. Teachers perceive the girls as more prosocial than the girls perceive themselves, and by contrast teachers evaluate the boys more negatively than the boys see themselves. In general, boys consider themselves more prosocial than they are seen by others; by girls this inadequacy disappears. If compare the age, 5th and 6th grade respectively, the strongest differences were investigated in group of teachers who perceive the younger pupils significantly more prosocial. Family situation plays role when a child lives only with father. In this case a child self-perception of prosociality is strongly worse than it is percepted by others.
Note
Článok je výstupom v rámci projektu VEGA: Teoretické preskúmanie a empirické overenie konceptu prosociálnosti ako východiskovej bázy aktuálnej koncepcie Etickej výchovy v SR (číslo 1/0962/13).
Reference
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[2] Barr, J., & Higgins-D'Alessandrová, A. (2007). Adolescent Empathy and Prosocial Behavior in the Multidimensional Context of School Culture. The Journal of Genetic Psychology, 168(3), 231–250. | DOI 10.3200/GNTP.168.3.231-250
[3] Berkowitz, M. W. (1997). The Complete Moral Person: Anatomy and Formation. In J. M. Dubois, Moral Issues and Psychology: Personalist Contributions to Selected Problems. (s. 11–41). Lauhan MD: University Press of America.
[4] Bierhoff, H. W. (2002). Prosocial Behaviour. New York: Psychology Press.
[5] Bierhoff, H. W., Klein, R., & Kramp, P. (1991). Evidence for the Altruistic Personality from Data on Accident Research. Journal of Personality, 59(2), 263–280. | DOI 10.1111/j.1467-6494.1991.tb00776.x
[6] Bierhoff, H. W., & Rohmann, E. (2004). Altruistic Personality in the Context of the Empathy–Altruism Hypothesis. European Journal of Personality, 18(4), 351–365. | DOI 10.1002/per.523
[7] Brestovanský, M. (2014). Metodologické otázky výskumu prosociálnosti. In A. Rajský & I. Podmanický, Prosociálnosť a etická výchova. (s. 41–58). Trnava: VEDA.
[8] Carlo, G., Eisenberg, N., & Knight, G. P. (1992). An Objective Measure of Adolescents' Prosocial Moral Reasoning. Journal of Research on Adolescence, 2(4), 331–349. | DOI 10.1207/s15327795jra0204_3
[9] Carlo, G., Roesch, S. C., Knight, G. P., & Koller, S. H. (2001). Between or Within-culture Variation? Culture Group as a Moderator of the Relations Between Individual Differences and Resource Allocation Preferences. Journal of Applied Developmental Psychology, 22(6), 559–579.
[10] Carlo, G., & Randall, B. A. (2002). The Development of a Measure of Prosocial Behaviors for Late Adolescents. Journal of Youth and Adolescence, 31(1), 31–44. | DOI 10.1023/A:1014033032440
[11] Carr, D., & Steutel, J. (Eds.) (1999). Virtue Ethics and Moral Education. London: Routledge.
[12] Čavojová, V., Belovičová, Z., & Sirota, M. (2011). Mindreading and Empathy as Predictors of Prosocial Behavior. Studia psychologica, 53(4), 351–362.
[13] Eberly, M. B., Montemayor, R., & Flannery, D. J. (1993). Variation in Adolescent Helpfulness Toward Parents In a Family Context. Journal of Early Adolescence, 13(3), 228–244. | DOI 10.1177/0272431693013003001
[14] Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In N. Eisenberg (Vol. Ed.), W. Damon & R. M. Lerner (Series Eds.), Handbook of child psychology: Social, emotional, and personality development (Vol. 3, pp. 646–718). New York: Wiley.
[15] Eisenberg, N., Guthrie, I. K., Murphy, B. C., Shepard, S. A., Cumberland, A., & Carlo, G. (1999). Consistency and Development of Prosocial Dispositions: A Longitudinal Study. Child Development, 70(6), 1360–1372. | DOI 10.1111/1467-8624.00100
[16] Fabes, R. A., & Eisenberg, N. (1998). Meta-Analyses of Age and Sex Differences in Children's and Adolescents' Prosocial Behavior. In W. Damon (Ed.), Handbook of Child Psychology, Fifth Edition (Vol. 3: Social, Emotional, and Personality Development, N. Eisenberg [Ed.]).
[17] Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early Adolescence and Prosocial/ moral Behavior: The Role of Individual Processes. Journal of Early Adolescence, 19(1), 5–16. | DOI 10.1177/0272431699019001001
[18] Fetchenhauer, D., & Dunning, D. (2006). Perceptions of Prosociality and Solidarity in Self and Others. In D. Fetchenhauer et al. (Eds.), Solidarity and Prosocial Behavior. An Integration of Sociological and Psychological Perspectives. (s. 61–74). New York: Springer.
[19] Gosling, S. D., Rentfrow, P. J., & Swann, W. B. (2003). A Very Brief Measure of the Big-Five Personality Domains. Journal of Research in Personality, 37(6), 504–528. | DOI 10.1016/S0092-6566(03)00046-1
[20] Hastings, P. D., Utendale, W., & Sullivan, C. (2007). The socialization of prosocial development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization (pp. 638–664). New York: Guildford Press.
[21] Koubeková, E. (1994). Pôsobenie programu výchovy k prosociálnosti na osobnosť žiakov základných škôl. Psychológia a patapsychológia dieťaťa, 29(3), 205–215.
[22] Kožený, J., & Ganický, P. (1976). Príručka pre Dotazník interpersonálnej diagnózy – ICL. Bratislava: Psychodiagnostické a didaktické testy.
[23] Lencz, L. (1991). Bilancia a výhľady etickej výchovy. Učiteľské noviny, 30(2), 3–4.
[24] Lencz, L. (1994). The Slovak Ethical Education Project. Cambridge Journal of Education, 24(3), 443–451. | DOI 10.1080/0305764940240311
[25] Lencz, L., & Križová, O. (1997). Učebné osnovy etickej výchovy pre 5. až 9. ročník základnej školy. Dostupné z http://www2.statpedu.sk/Pedagogicke_dokumenty/Zakladne_skoly/Osnovy/ETIKA. doc
[26] Lickona, T., Schaps, E., & Lewis, C. (2003). CEP's Eleven Principles of Effective Character Education. Washington, DC: Character Education Partnership.
[27] Motyčka, P. (2013). Implementace doplňujícího vzdělávacího oboru Etická výchova v České republice. (Dizertačná práca). Pedagogická fakulta, Univerzita Karlova v Praze: Praha.
[28] Oliner, S., & Oliner, P. (1988). The Altruistic Personality: Rescuers of Jews in Nazi Europe. New York: Free Press.
[29] Penner, L. A., Fritzsche, B. A., Craiger, J. P., & Freifeld, T. R. (1995). Measuring the Prosocial Personality. In J. Butcher & C. D. Spielberger (Eds.), Advances in Personality Assessment. (Vol. 10) (s. 147–164). Hillsdale, NJ: LEA.
[30] Podmanický, I., & Szeliga, P. (2009). Noetický rozmer učiteľa etickej výchovy. In Mravná výchova v školách na Slovensku a v zahraničí. Zborník príspevkov z medzinárodnej vedeckej konferencie. (s. 177–184). Banská Bystrica: Univerzita Mateja Bela.
[31] Popielski, K. (1994). Noetyczny Wymiar Osobowości. Lublin: Redakcja Wydawnictw KUL.
[32] Roche, R. O. (1992). Etická výchova. Bratislava: Orbis Pictus Istropolitana.
[33] Roche, R. O., & Sol, N. (1998). Educación Prosocial de las Emociones, Valoresy Actitudes positivas. Blume: Barcelona.
[34] Ryan, K., & Lickona, T. (Eds.) (1992). Character Development in Schools and Beyond. 2nd edition. Washington, DC: The Council for Research in Values and Philosophy.
[35] Solomon, D., Watson, M. S., & Battistich, V. A. (2001). Teaching and Schooling Effects on Moral/prosocial Development. In V. Richardson (Ed.), Handbook of Research on Teaching. (s. 566–603). Washington, DC: American Educational Research Association.
[36] Spence, J. T., Helmreich, R. L., & Stapp, J. (1974). The Personal Attributes Questionnaire: A Measure of Sex-role Stereotypes and Masculinity-femininity. JSAS: Catalog of Selected Documents in Psychology, 4(1), 43–44.
[37] Švaříček, R. (2013). Konec pedagogiky: kritická esej. Studia paedagogica, 18(2–3), 55–72. | DOI 10.5817/SP2013-2-3-4
[38] Vaněk, D. (2011). Etická výchova – možnost rozvoje prosociálního chování u žáků 2. stupně základní školy. Experimentální studie. Paidagógos. 7(1), 28–41.
[39] Warden, D., Cheyne, B., Christie, D., Fitzpatrick, H., & Reid, K. (2003). Assessing Children's Perceptions of Prosocial and Antisocial Peer Behaviour. Educational Psychology, 23(5), 547–567. | DOI 10.1080/0144341032000123796
[40] Whiting, B. B., & Edwards, C. P. (1973). A Cross-cultural Analysis of Sex Differences in the Behavior of Children Aged 3 Through 11. Journal of Social Psychology, 91(2), 171–188. | DOI 10.1080/00224545.1973.9923040
[41] Wispe, L. G. (1972). Positive Forms of Social Behavior: An Overview. Journal of Social Issues, 28(3), 1–19. | DOI 10.1111/j.1540-4560.1972.tb00029.x
[42] Wynne, E. A., & Ryan, K. (1993). Reclaiming Our Schools. A Handbook on Teaching Character, Academics, and Discipline. New York: Merill.
[43] Zhou, Q., Eisenberg, N., Losoya, S. H., Fabes, R. A., Reiser, M., Guthrie, I. K., & Shepard, S. A. (2002). The Relations of Parental Warmth and Positive Expressiveness to Children's Empathy-Related Responding and Social Functioning: A Longitudinal Study. Child Development, 73(3), 893–915. | DOI 10.1111/1467-8624.00446