Details
| Translated title of the contribution | The importance of school for the development of moral motivation: Are the effects gender-specific? |
|---|---|
| Original language | German |
| Pages (from-to) | 136-146 |
| Number of pages | 11 |
| Journal | Psychologie in Erziehung und Unterricht |
| Volume | 62 |
| Issue number | 2 |
| Publication status | Published - 2015 |
Abstract
School is important for the academic education of children and adolescents, but also for their moral development. The development of moral motivation is equally necessary compared to the communication of moral knowledge. This study (Nstudents = 2891, Nclasses = 145) investigated whether a school environment is able to facilitate these demands. School environment was measured by different climate indicators: student-student-relations, opportunities to participate, school identification, and student-teacher-relationships. Multi-level analyses revealed a significant relation of subjectively perceived school climate and adolescents' moral motivation. However, class level aggregates of school climate showed no influence on moral motivation. Furthermore, gendered effects were identified: For boys the perceived school climate has an effect on moral motivation, but not for girls.
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
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In: Psychologie in Erziehung und Unterricht, Vol. 62, No. 2, 2015, p. 136-146.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Die Bedeutung der Schule für die Entwicklung moralischer Motivation unter besonderer Berücksichtigung des Geschlechts
AU - Doering, Bettina
AU - Bergmann, Marie Christine
AU - Hanslmaier, Michael
PY - 2015
Y1 - 2015
N2 - School is important for the academic education of children and adolescents, but also for their moral development. The development of moral motivation is equally necessary compared to the communication of moral knowledge. This study (Nstudents = 2891, Nclasses = 145) investigated whether a school environment is able to facilitate these demands. School environment was measured by different climate indicators: student-student-relations, opportunities to participate, school identification, and student-teacher-relationships. Multi-level analyses revealed a significant relation of subjectively perceived school climate and adolescents' moral motivation. However, class level aggregates of school climate showed no influence on moral motivation. Furthermore, gendered effects were identified: For boys the perceived school climate has an effect on moral motivation, but not for girls.
AB - School is important for the academic education of children and adolescents, but also for their moral development. The development of moral motivation is equally necessary compared to the communication of moral knowledge. This study (Nstudents = 2891, Nclasses = 145) investigated whether a school environment is able to facilitate these demands. School environment was measured by different climate indicators: student-student-relations, opportunities to participate, school identification, and student-teacher-relationships. Multi-level analyses revealed a significant relation of subjectively perceived school climate and adolescents' moral motivation. However, class level aggregates of school climate showed no influence on moral motivation. Furthermore, gendered effects were identified: For boys the perceived school climate has an effect on moral motivation, but not for girls.
KW - Gender
KW - Moral development
KW - Moral motivation
KW - School climate
UR - http://www.scopus.com/inward/record.url?scp=84926430543&partnerID=8YFLogxK
U2 - 10.2378/peu2015.art07d
DO - 10.2378/peu2015.art07d
M3 - Artikel
AN - SCOPUS:84926430543
VL - 62
SP - 136
EP - 146
JO - Psychologie in Erziehung und Unterricht
JF - Psychologie in Erziehung und Unterricht
SN - 0342-183X
IS - 2
ER -