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PROSOCIAL BEHAVIOUR AND ORIENTATION ON 11–12-YEARS-OLD PUPILS IN SLOVAKIA
Abstract
The paper presents the results of the pilot study that was used to test the design of the full-scale experiment. The following research is going to be focused on evaluation of school subject (Ethical Education) and its influence on pupils´ prosocial behaviour. During preparation of our pilot study, we identified some issues. At first, there was no recent study in Slovakia that could prove effect of Ethical Education on pupil´s prosocial behaviour. And second, our research was focused on pupils in age 11 – 12 years. The overview of researches discussing about prosocial behaviour and moral reasoning had shown that the most of researches are related to moral reasoning or relation of prosocial behaviour to some another aspects (empathy, cooperative behaviour, anxiety etc.). We tried to complete our research battery by using the questionnaires focused on personality of pupils. Those questionnaires were supplemented with analyse of pupils´ prosocial reasoning. We have adjusted some questionnaires: 1. NOO-dynamics (Popielski, 1989). 2. Interpersonal Checklist (ICL, Leary, Suczek & LaForge, 1976). 3. Questionnaires used for evaluation and self-evaluation of prosocial behaviour in class (R. R. Olivar, 1996, 2004). 4. Prosocial Reasoning Objective Measure (PROM, Eisenberg & Carlo, 1992), 5. Test TIPI (Gosling, Rentfrow & Swann, 2003). The pilot study should prove the relevance of design of full-scale experiment and reliability and validity revised research instruments. It was designed to examine the structure and correlates of a measure of prosocial moral reasoning in a sample of 11 – 12-years-old pupils. The paper is focused on results of class prosocial behaviour research and its correlates to prosocial reasoning. Data confirmed that girls assessed themselves more prosocially than boys. The most significant difference was found in items – physical assistance, verbal help, verbal comfort, attentive listening and empathy. Boys assess themselves more prosocially comparing to the opinion of their schoolmates and teachers.
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References14
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