• Korean Journal of Child Studies
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• v.34 no.6
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• pp.123-138
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• 2013

The purpose of the present study which regards bullying as a group process was to examine the direct and indirect influences of moral disengagement, empathy, and guilt on bullying assistant behavior. The participants consisted of 442 6th graders from an elementary school(male : 227, female : 215). The findings from this study are as follows. First, there are significant correlations between moral disengagement, empathy, guilt, and bullying assistant behavior. Second, moral disengagement have not only direct influences but also indirect influences through empathy and guilt on bullying assistant behavior. Moral disengagement was the strongest predictor of bullying assistant behavior. Finally, the implications for future research and intervention in bullying were also discussed.

• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.2
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• pp.183-198
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• 1997

Objects：This study was carried out to develop the Korean form of Moral Development Inventory for Adolescents designed to assess the principled morality in adolescents. And the auther also intended to find the demographic variables that influence the moral development. Methods：The Korean form inventory was applied to 507 middle and high school adolescents, and retest was done in 42 second year middle school adolescents with 3 weeks interval. Together this inventory, short form of Rest moral development which had been proved its reliability and validity, were administered to the all subjects for concurrent validity. And then the author examined whether this inventory discriminates between conduct disorder patients, psychiatric controls and normal controls in the level of moral development. Results：Test-retest reliability and internal consistency were very satisfactory. Concurrent validity with this inventory was also high level. And conduct disorder patients were scored significant lower than psychiatric and normal controls in the level of principled morality. The mean PM scores did not show significant difference according to the variables such as sex, birth order and religion. But there was significant difference according to the educational level of mother and places. Conclusions：These results indicate that the Korean form of Moral Development Inventory is a reliable and valid rating inventory to assess the moral development level in Korean adolescents.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.69-81
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• 2016

Objective: The literature on participant roles in bullying lacks empirical evidence to explicate what differentiates latent participation. The purpose of the present study was to examine social cognition in early adolescents (i.e., empathy, prosocial moral reasoning, and perceived group norm) with latent participants of bullying. Methods: The participants included 279 adolescents (129 girls; M age = 13.5 years) in two middle schools. Results: The result showed that empathy, prosocial moral reasoning, and perceived group norm were possible determinants of latent bullying. First, high levels of empathy (especially empathic concern and perspective taking) was associated with latent defenders. Second, helping decision of prosocial moral dilemma and prosocial moral reasoning were associated with complex situational cues. Third, latent reinforcer positively indentified the group norm with regard to bullying. Conclusion: The results are discussed in terms of practical implications for anti-bullying programs and educational practitioners.

• Journal of Digital Convergence
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• v.4 no.2
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• pp.51-65
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• 2006

This study is to evaluate the morality of teenagers with regard to features of justice. On the basis of the findings, an online morality level test system is designed and implemented to help students understand themselves better and to increase moral maturity through this self-test method based on Kohlberg's Morality Development Level. The main purpose of this study is to help students test and evaluate their morality, and it will be contributed to slough off egocentrism and to orient a relationship based on a mutual respect by using the embodied system. If this system can be applied successfully, an effective improvement on students' further education guidance may be gained because the test and its results are made in the system simultaneously. Also this easy and fast test system can attain much more economical effects than a written test.

• Journal of the Korean Home Economics Association
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• v.33 no.1
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• pp.99-110
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• 1995

The purpose of this study was to provide basic material of positive effects on moral development through educational intervention between parent and chile reciprocal. The major findings were as follows: (1)Child's moral development level was a significant difference according to the level of socialization patterns. (2) Predictability of subvariables of socialization patterns revealed an order of mode of social control, role system and communication system. (3) Therer was a significant difference between stage 2 and the other of stages in socialization patterns. (4) There was a significant difference between stage 2 and stage P in role system. (5) There was no difference between stage 2 and the other of stages in communication system, mode of social control, IQ, and S.E.S.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.49-69
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• 2014

The purposes of this study were (1) to investigate children's moral judgment, justification reasoning in terms of aggressive behavior, and (2) it examined the relationship to false belief understanding. Children aged between 3 to 5 years(N = 120) participated in this study. Each child was interviewed individually and responded questions designed to measure his/her moral judgment and justification reasoning and false belief understanding. The 12 pictorial tasks consisted of selfish and altruistic intentions and three different types of acts (physical, verbal, relational) as responses to aggressive behavior. The results indicated that the kind of moral judgment used was different according to the intention and the types of acts. There were significant differences in children's justification reasoning according to the age and the types of acts. There was a positive relationship between false belief understanding and moral judgment, justification reasoning. This paper also provided a detailed discussion of the results and recommendations in the context of more general cognitive developmental changes.

• Korean Journal of Child Studies
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• v.34 no.6
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• pp.13-29
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• 2013

The purpose of this study was to examine the mediating effect of moral disengagement concerning the parental psychological control on children's participant role behavior in bullying situations. For the purposes of this research, a group of participants comprising total 541 students of fifth, seventh, eighth, tenth and eleventh grades from schools based in Seoul and Incheon were surveyed. As far as research methods are concerned, scales for parental psychological control, moral disengagement and participant role behavior in a bullying situation were used. The main findings of this research were as follows. First, by gender, there was a significant difference in participant role behavior in bullying. By grade, a significant difference was shown in parental psychological control, participant role behavior in bullying and moral disengagement. Second, variables affecting participant role behavior in bullying situations were found to be influenced by the types of role behavior respectively as well as by students' grade levels. Third, moral disengagement concerning the influence of parental psychological control on participant role behavior was found to have a full mediating effect on bystander behavior among elementary school students and bullying behavior among middle school and high school students.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.85-93
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• 2024

In this paper, focusing on Oscar Wilde's novel "The Picture of Dorian Gray," we explore the protagonist's lack of conscience and unethical attitude, emphasizing its relevance to our self-development and growth. The primary goal is to interpret the impact of Dorian Gray's actions and choices on personal development and growth, highlighting the importance of a specific mindset and attitude to the reader. It dissects how Wilde navigates the intricate layers of Dorian's character, exposing the ethical dilemmas and transformative moments that contribute to the profound changes within him. The examination sheds light on the depth and complexity of Dorian Gray's character, offering readers a nuanced understanding of the forces at play in his moral and psychological journey. Interpretation of Wilde's intent to impart lessons on the reader's personal growth and development through Dorian's story is undertaken. The discussion also explores the impact of Dorian's unethical attitude on contemporary readers and its influence on our daily lives and values.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.2
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• pp.337-353
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• 1999

This study is to provide the basic sources to develop educational data that can establish ethical values with research on the interrelation between moral development and ethical values of nurses. The subjects of this study are the convenience sample from 111 nurses working in clinical settings from 5 general hospitals located in Pusan area. The questionnairs for this study are comprised two parts: Part 1 is SRM-SF(1995) guestionnaire, and translated by Kil, 1m Ju(1997): Part 2 is the guestion papers about the ethical values, and disigned by Jung, Hee Ja. The data were collected from June lth to 31th, 1997 and analyzed by S.A.S(Statistical Analysis System) Package for frequency, percent, and Pearson's correlation coefficient. The results of the study is as the followings: 1) According to the moral development. the nurses are in the levels of Stage3 or Transition3/4, which are generally focused on the personal relations or personality. Thus, nurses are considered to need to get the stage4 of education that helps them recognize a person as a member of society. a family as an unit of society, and human life as the values of human dignity. 2) According to the ethical values, nurses have the positive ethical values of respecting the right of the patients, providing information, keeping the secret, truth. and credit of patients. But they also experience some troubles by the patients to care and the clinical situation. Thus, to overcome the problems, nurses are considered to need to get the education that establishs the right ethical values. 3) The analysis result on the interrelation between moral development level and ethical values shows as r=0.28 and p=0.003. This indicates that the interrelation between them is low. In conclusion, it is considered that the moral development level is viewed broadly from a person and family to a society, and then it can affect to the ethical values positively.