Record:   Prev Next
作者 Chow, Stephen Sau-Yan
書名 Understanding moral culture in Hong Kong secondary schools: Relationships among moral norm, moral culture, academic achievement motivation, and empathy
國際標準書號 9780542743443
book jacket
說明 174 p
附註 Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2049
Adviser: Gil Noam
Thesis (Ed.D.)--Harvard University, 2006
This thesis intends to address the feasibility of identifying and understanding moral norms and moral cultures in the secondary schools in Hong Kong. Their mutual relationships, as well as their relationships with academic achievement motivation, levels of empathy and selected covariates were also studied. Three Hong Kong secondary schools were selected for the study. Participants were 553 students from Grades 8, 10, and 12 at the three schools. The measures used in the study were the School Moral Atmosphere Questionnaire, the School Culture Scale, the School Achievement Motivation Rating Scale and the Interpersonal Reactivity Index
The overall results show that the three secondary schools had significantly different moral norms and moral cultures. Interestingly, the academically elite school had the lowest moral norm among the three. Hence, positive relationship between academic competency and moral development could not be assumed. The study also shows that moral norms and moral cultures were distinct but related entities in a school community. Age and gender of the students had also played significant roles in their perception of these two moral entities in their schools
Students were also found to be better motivated when they enjoyed positive moral culture in their schools. Last but not least, students' levels of empathy were found to have positive connections with their academic motivation, whereas girls and senior students were more empathic than boys and junior students
School code: 0084
DDC
Host Item Dissertation Abstracts International 67-06A
主題 Education, Administration
Education, Educational Psychology
Psychology, Developmental
0514
0525
0620
Alt Author Harvard University
Record:   Prev Next