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The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children
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Published:
May 21, 2016
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2016-05-21
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Abstract
The main objective of the present study is to investigate the relationship between moral maturity and sense and behaviors of responsibility in gifted children. The secondary objective of the study is to compare the levels of moral maturity, sense of responsibility and behaviors of responsibility of gifted students (GS) and those of students with average intelligence level (SWAIL). The relational survey model has been employed in the study. The data was collected from 200 SWAIL attending the 6th and 7th grades in primary education schools in Ankara and 200 GS attending ‘Science and Art Centers’ (Turkish: BILSEM). The Scale for the Moral Maturity and the Sense and Behaviors of Responsibility was used as the data collection tool. In determining the differences between variables, the Independent samples t-Test was used for the variables which demonstrate normal distribution depending on the Kolmogorov Smirnov coefficients being insignificant at the p<.05 level. The correlation analysis was used in order to determine the correlations between the variables. At the end of the study, GS were found to be more mature in moral terms and to have a higher sense of responsibility compared to SWAIL. In the study, a statistical significant positive correlation (p<.01) was observed between moral maturity and sense and behaviors of responsibility in GS. In addition, a positive correlation (p<.01) was determined between the sense of responsibility and the behaviors of responsibility.
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Karataş, Y., & Sarıçam, H. (2016). The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children. Global Journal of Psychology Research: New Trends and Issues, 6(1), 10–19. https://doi.org/10.18844/gjpr.v6i1.491
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References
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Altinkopru, T. (2004). Cocugun başarısı nasıl saglanır. İstanbul: Hayat Yayıncılık
Ay, B. (2014). Farklı yonleriyle degerler egitimi. İcinde Refik Turan, Kadir Ulusoy (Ed.), Karakter egitiminde vatandaşlık egitiminin yeri ve onemi (ss.211-226). Ankara: Pegem Akademi.
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Cakir, L., & Kocabas, I. (2016). Mentoring in gifted student’s education and a model suggestion. Educational Process: International Journal, 5(1), 76-90.
Cekin, A. (2013). Ogretmen adaylarının ahlaki olgunluk duzeyleri [Moral maturity level of teacher candidates]. Kastamonu Education Journal, 21(3), 1035-1048.
Cesur, S. (1997). The relationship between cognitive and moral development. Master thesis. Bogazici University, Ä°stanbul.
Cesur, S., & Topcu, M. S. (2010). A reliability and validity study of the defining issues test: The relationship of age, education, gender and parental education with moral development. Kuram ve Uygulamada Egitim Bilimleri / Educational Sciences: Theory & Practice, 10(3), 1681-1696.
Cohen, L., Manion, L., & Morrison K. (2000). Research methods in education (5th Edition). London: Routledge Falmer.
Cross, T. L., & Coleman, L. J. (2005). School-based conception of giftedness. In R. J. Sternberg, & J. E. Davidson (Eds.). Conceptions of giftednes (pp. 52-64). United States of America: Cambridge University Press.
Derryberry, P. W., Wilson, T., Snyder, H., Norman, T., & Barger, B. (2005). Moral judgment developmental differences between gifted youth and college students. Journal of Secondary Gifted Education, 17(1), 6-19
Dokmen U. (2000). Yarına kim kalacak? Evrenle uzlaşma surecinde var olmak. İstanbul: Sistem Yayıncılık.
Erdem, H. (2003). Ahlak felsefesi. Konya: Hu-Er Yayınları.
Habermas, J. (1990). Moral consciousness and communicative action. Cambridge, MA: MIT Press.
Howard-Hamilton, M. (1994). An assessment of moral development in gifted adolescents. Roeper Review, 17, 57-59.
Ihtiyaroglu, N. (2016). Analysis of relationship between professional courses in religious high schools and the level of students’ moral development. Journal of Theory and Practice in Education, 12(1), 269-285.
Karasar, N.(2006). Bilimsel araştırma yontemi. Ankara: Nobel yayın Dagıtım.
Kaya, M., & Aydın, C. (2011). Universite ogrencilerinin dini inanc ile ahlaki olgunluk du-zeyleri arasındaki ilişkinin incelenmesi [The investigation relations between religious belief and moral maturity levels of students at university]. On dokuz Mayıs Universitesi İlahiyat Fakultesi Dergisi, 30, 15-42.
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Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory Into Practice, 16(2), 53-59.
Lopez, B. G., & Lopez, R. G. (1998). The improvement of moral development through an increase in reflection: A training prograrnme. Journal of Moral Education, 27(2), 225-242.
MEB. (2007). Bilim sanat merkezi yonergesi, 28.09.2015 tarihinde http://mevzuat.meb.gov.tr/html/2593_0.html sitesinden eriÅŸilmiÅŸtir.
Narvaez, D. (1993). High achieving students and moral judgment. Journal for the Study of the Gifted, 16, 268-279.
Ogurlu, U. (2015). Ostracism among gifted adolescents: A preliminary study in Turkey. Educational Process: International Journal, 4(1-2), 18-30.
Ogurlu, U., Kaya, F., Ercan Yalman, F., & Ayvaz, U. (2016). Ustun yetenekli ortaokul ogrencilerine kuresel vatandaşlık egitimi programının etkililigi. Mersin Universitesi Egitim Fakultesi Dergisi, 12(1), 253-271.
Ozbey, A., & Saricam, H. (2016). Human values and compassionate love in highly gifted students and normal student. Educational Process: International Journal, 5(2), 116-127.
Ozen, Y. (2014). In terms of personal and social responsibility media and ethics. Journal of European Education, 4(2), 1-10.
Ozen, Y. (2013a). Sorumluluk Duygusu ve Davranış Olceginin geliştirilmesi guvenirligi ve gecerligi [Sense of responsibility and behavior scale development, validity and reliability]. Gumuşhane Universitesi Sosyal Bilimler Elektronik Dergisi, 7, 343-357.
Ozen, Y. (2013b). Sense of Responsibility Scale development, validity and reliability. Journal of European Education, 3(2), 17-23.
Ozen, Y. (2011). Ogrenmede kişisel sorumlulugu artırmaya yonelik bir ogrenme ve degerlendirme yaklaşımı: Portfolyo degerlendirme [Personal responsibility for ıncreasing an approach to teaching and learning: Portfolio assessment]. Journal of Education and Humanities Theory and Practice, 2(4), 109-132.
Ozerbaş, M. A., & Gunduz, M. (2014). The effect of responsibility value teaching wıth project-based learning approach to 3rd grade primary education on students’ attitudes. Journal of International Social Research, 7(32), 520-532.
Ozgulec, F. (2001). 7-11 yaşlarındaki cocukların ahlaki yargılarının gelişimi [A research on the moral development of 7-11 years old children]. Master thesis. Ankara University, Ankara.
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In Robert J. Sternberg, & Janet E. Davidson (Ed.). Conceptions of giftednes (pp. 246-280). United States of America: Cambridge University Press.
Rest, J. R. (1979). Development in judging moral issues. MN: University of Minnesota Press.
Rest, J. R., & Narvaez, D. (1994). Moral development in the professions: Psychology and applied ethics. Oxford: Psychology Press.
Sager S.M. (1983). Moral reasoning in gifted and average I.Q. third and fourth graders. Master thesis. Montana State University, Bozeman, Montana. http://scholarworks.montana.edu/xmlui/bitstream/handle/1/3920/31762001782075.pdf?sequence=1&isAllowed=y
Saricam, H., Celik, İ., Arıcı, N., & Kaya, M. M. (2014). Ergenlerde insani degerler ve ahlaki olgunluk arasındaki ilişkinin incelenmesi. International Journal of Human Sciences, 11(1), 1325-1342. Doi: 10.14687/ijhs.v11i1.2888
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110-116. Doi: 10.1080/02783199409553636
Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of giftedness. Cambridge: Cambridge University Press.
Sengun, M. (2008). Lise ogrencilerinin ahlaki olgunluk duzeylerinin bazı kişisel degişkenler acısından incelenmesi [The examination of moral maturity levels of high school students in terms of some individual variables]. PhD thesis. On dokuz Mayıs University, Samsun.
Sengun, M., & Kaya, M.. (2007). Ahlaki Olgunluk Olcegi: Gecerlik ve guvenirlik calışması [The Scale of Moral Maturity: The study of its validity and reliability]. On dokuz Mayıs Universitesi İlahiyat Fakultesi Dergisi, 24–25, 51–64.
Unsal Seydoogullari, S., Ciftci Aridag, N., & Koc, M. (2014). The investigation of moral judgement competence of high school students in terms of parental attitudes. Ankara University, Journal of Faculty of Educational Sciences, 47(2), 21-40.
Tan-Willman, C., & Gutteridge, D. (1981). Creative thinking and moral reasoning of academically gifted secondary school adolescents. Gifted Child Quarterly, 25(4), 149-153. Doi: 10.1177/001698628102500402
Tirri, K., & Pehkonen, L. (2002). The moral reasoning and scientific argumentation of gifted adolescents. Journal of Secondary Gifted Education, 13, 120-129.
Aktepe, V. (2015). A performance task implementation to improve the responsibility value of 5th graders. Kastamonu Education Journal, 23(4), 1511-1534.
Altinkopru, T. (2004). Cocugun başarısı nasıl saglanır. İstanbul: Hayat Yayıncılık
Ay, B. (2014). Farklı yonleriyle degerler egitimi. İcinde Refik Turan, Kadir Ulusoy (Ed.), Karakter egitiminde vatandaşlık egitiminin yeri ve onemi (ss.211-226). Ankara: Pegem Akademi.
Baird, J., & Astington, J. (2004). The role of mental state understanding in the development of moral cognition and moral action. In J. Baird & B. Sokol (Series Eds.), Connections between theory of mind and sociomoral development: No. 103. New Directions for Child and Adolescent Development (pp. 37-49). San Francisco, CA: Jossey Bass.
Cakir, L., & Kocabas, I. (2016). Mentoring in gifted student’s education and a model suggestion. Educational Process: International Journal, 5(1), 76-90.
Cekin, A. (2013). Ogretmen adaylarının ahlaki olgunluk duzeyleri [Moral maturity level of teacher candidates]. Kastamonu Education Journal, 21(3), 1035-1048.
Cesur, S. (1997). The relationship between cognitive and moral development. Master thesis. Bogazici University, Ä°stanbul.
Cesur, S., & Topcu, M. S. (2010). A reliability and validity study of the defining issues test: The relationship of age, education, gender and parental education with moral development. Kuram ve Uygulamada Egitim Bilimleri / Educational Sciences: Theory & Practice, 10(3), 1681-1696.
Cohen, L., Manion, L., & Morrison K. (2000). Research methods in education (5th Edition). London: Routledge Falmer.
Cross, T. L., & Coleman, L. J. (2005). School-based conception of giftedness. In R. J. Sternberg, & J. E. Davidson (Eds.). Conceptions of giftednes (pp. 52-64). United States of America: Cambridge University Press.
Derryberry, P. W., Wilson, T., Snyder, H., Norman, T., & Barger, B. (2005). Moral judgment developmental differences between gifted youth and college students. Journal of Secondary Gifted Education, 17(1), 6-19
Dokmen U. (2000). Yarına kim kalacak? Evrenle uzlaşma surecinde var olmak. İstanbul: Sistem Yayıncılık.
Erdem, H. (2003). Ahlak felsefesi. Konya: Hu-Er Yayınları.
Habermas, J. (1990). Moral consciousness and communicative action. Cambridge, MA: MIT Press.
Howard-Hamilton, M. (1994). An assessment of moral development in gifted adolescents. Roeper Review, 17, 57-59.
Ihtiyaroglu, N. (2016). Analysis of relationship between professional courses in religious high schools and the level of students’ moral development. Journal of Theory and Practice in Education, 12(1), 269-285.
Karasar, N.(2006). Bilimsel araştırma yontemi. Ankara: Nobel yayın Dagıtım.
Kaya, M., & Aydın, C. (2011). Universite ogrencilerinin dini inanc ile ahlaki olgunluk du-zeyleri arasındaki ilişkinin incelenmesi [The investigation relations between religious belief and moral maturity levels of students at university]. On dokuz Mayıs Universitesi İlahiyat Fakultesi Dergisi, 30, 15-42.
Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.
Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory Into Practice, 16(2), 53-59.
Lopez, B. G., & Lopez, R. G. (1998). The improvement of moral development through an increase in reflection: A training prograrnme. Journal of Moral Education, 27(2), 225-242.
MEB. (2007). Bilim sanat merkezi yonergesi, 28.09.2015 tarihinde http://mevzuat.meb.gov.tr/html/2593_0.html sitesinden eriÅŸilmiÅŸtir.
Narvaez, D. (1993). High achieving students and moral judgment. Journal for the Study of the Gifted, 16, 268-279.
Ogurlu, U. (2015). Ostracism among gifted adolescents: A preliminary study in Turkey. Educational Process: International Journal, 4(1-2), 18-30.
Ogurlu, U., Kaya, F., Ercan Yalman, F., & Ayvaz, U. (2016). Ustun yetenekli ortaokul ogrencilerine kuresel vatandaşlık egitimi programının etkililigi. Mersin Universitesi Egitim Fakultesi Dergisi, 12(1), 253-271.
Ozbey, A., & Saricam, H. (2016). Human values and compassionate love in highly gifted students and normal student. Educational Process: International Journal, 5(2), 116-127.
Ozen, Y. (2014). In terms of personal and social responsibility media and ethics. Journal of European Education, 4(2), 1-10.
Ozen, Y. (2013a). Sorumluluk Duygusu ve Davranış Olceginin geliştirilmesi guvenirligi ve gecerligi [Sense of responsibility and behavior scale development, validity and reliability]. Gumuşhane Universitesi Sosyal Bilimler Elektronik Dergisi, 7, 343-357.
Ozen, Y. (2013b). Sense of Responsibility Scale development, validity and reliability. Journal of European Education, 3(2), 17-23.
Ozen, Y. (2011). Ogrenmede kişisel sorumlulugu artırmaya yonelik bir ogrenme ve degerlendirme yaklaşımı: Portfolyo degerlendirme [Personal responsibility for ıncreasing an approach to teaching and learning: Portfolio assessment]. Journal of Education and Humanities Theory and Practice, 2(4), 109-132.
Ozerbaş, M. A., & Gunduz, M. (2014). The effect of responsibility value teaching wıth project-based learning approach to 3rd grade primary education on students’ attitudes. Journal of International Social Research, 7(32), 520-532.
Ozgulec, F. (2001). 7-11 yaşlarındaki cocukların ahlaki yargılarının gelişimi [A research on the moral development of 7-11 years old children]. Master thesis. Ankara University, Ankara.
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In Robert J. Sternberg, & Janet E. Davidson (Ed.). Conceptions of giftednes (pp. 246-280). United States of America: Cambridge University Press.
Rest, J. R. (1979). Development in judging moral issues. MN: University of Minnesota Press.
Rest, J. R., & Narvaez, D. (1994). Moral development in the professions: Psychology and applied ethics. Oxford: Psychology Press.
Sager S.M. (1983). Moral reasoning in gifted and average I.Q. third and fourth graders. Master thesis. Montana State University, Bozeman, Montana. http://scholarworks.montana.edu/xmlui/bitstream/handle/1/3920/31762001782075.pdf?sequence=1&isAllowed=y
Saricam, H., Celik, İ., Arıcı, N., & Kaya, M. M. (2014). Ergenlerde insani degerler ve ahlaki olgunluk arasındaki ilişkinin incelenmesi. International Journal of Human Sciences, 11(1), 1325-1342. Doi: 10.14687/ijhs.v11i1.2888
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110-116. Doi: 10.1080/02783199409553636
Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of giftedness. Cambridge: Cambridge University Press.
Sengun, M. (2008). Lise ogrencilerinin ahlaki olgunluk duzeylerinin bazı kişisel degişkenler acısından incelenmesi [The examination of moral maturity levels of high school students in terms of some individual variables]. PhD thesis. On dokuz Mayıs University, Samsun.
Sengun, M., & Kaya, M.. (2007). Ahlaki Olgunluk Olcegi: Gecerlik ve guvenirlik calışması [The Scale of Moral Maturity: The study of its validity and reliability]. On dokuz Mayıs Universitesi İlahiyat Fakultesi Dergisi, 24–25, 51–64.
Unsal Seydoogullari, S., Ciftci Aridag, N., & Koc, M. (2014). The investigation of moral judgement competence of high school students in terms of parental attitudes. Ankara University, Journal of Faculty of Educational Sciences, 47(2), 21-40.
Tan-Willman, C., & Gutteridge, D. (1981). Creative thinking and moral reasoning of academically gifted secondary school adolescents. Gifted Child Quarterly, 25(4), 149-153. Doi: 10.1177/001698628102500402
Tirri, K., & Pehkonen, L. (2002). The moral reasoning and scientific argumentation of gifted adolescents. Journal of Secondary Gifted Education, 13, 120-129.