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首页> 外文学位 >A comparative study of value perceptions and normative rule compliance of Malaysian and American secondary school students.
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A comparative study of value perceptions and normative rule compliance of Malaysian and American secondary school students.

机译：马来西亚和美国中学生对价值观念和准则遵守情况的比较研究。

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摘要

American and Malaysian educators are increasingly concerned with the moral orientation of young people. The purpose of this study was to examine the norm conformity and value acceptance of American and Malaysian secondary school students. It was hypothesized that Malaysian students would demonstrate greater norm conformity and value acceptance as compared to American students since Malaysian students are taught values formally through Moral and Islamic Education. It was further hypothesized that within each country female students would be characterized by greater norm conformity and value acceptance when compared with male students.;Norm conformity and value acceptance of students were measured by the Responsibility, Socialization, Self-control and Norm Favoring scales of the California Psychological Inventory (CPI). Furthermore, a values/behavior questionnaire was administered (adapted from Ban and Cummings (1997)) to students in both countries which measured the adherence to value based social norms. To further understand the nature of rule compliance and value perceptions, secondary school students and teachers in both countries were interviewed.;After statistical analyses of the CPI scales, it was found that Malaysian students had higher norm conformity and value acceptance than American students (significant for all scales). For gender, significant differences were found in these scales measured collectively in Malaysia, but no gender difference were found for American students. The results of the values/behavior questionnaire showed that although there were differences by country, most students reported adherence to positive social norms. There was a gender difference in social norm adherence for Malaysian students which triangulates with the CPI results.;Finally, some data obtained from the values/behavior questionnaire triangulated with results of the student and teacher interviews which focused on value perceptions and the role of the teacher as a moral agent. Unlike Malaysian students, American students were not sure if teachers should teach values. Students in both countries also felt that the teacher/student relationship was governed by implicit values of justice, fairness, and respect. Students also felt that only good teachers could teach positive values and American students felt they could go to good teachers for advice with moral dilemmas.
机译：美国和马来西亚的教育工作者越来越关注年轻人的道德取向。这项研究的目的是检验美国和马来西亚中学生的规范一致性和价值接受度。据推测，与马来西亚学生相比，马来西亚学生将表现出更大的规范一致性和价值接受度，因为马来西亚学生通过道德和伊斯兰教育正式地传授了价值观。进一步假设，在每个国家内，女学生的特征是与男生相比，其规范合规性和价值接受度更高。;学生的规范合规性和价值接受度是通过以下方面的责任，社会化，自我控制和规范偏爱量表来衡量的加利福尼亚心理调查表（CPI）。此外，还向这两个国家的学生发放了价值/行为调查表（改编自Ban和Cummings（1997）），用以衡量对基于价值的社会规范的遵守情况。为了进一步了解规则合规性和价值观念的本质，对两国的中学生和教师进行了访谈。；在对CPI量表进行统计分析后，发现马来西亚学生比美国学生具有更高的规范一致性和价值接受度（所有比例）。对于性别，在马来西亚集体测量的这些量表中发现了显着差异，但美国学生没有发现性别差异。价值观/行为调查表的结果表明，尽管各个国家/地区之间存在差异，但大多数学生都表示遵守积极的社会规范。马来西亚学生在遵守社会规范方面存在性别差异，这与CPI结果有关系。最后，从价值/行为问卷中获得的一些数据与学生和老师访谈的结果有关，这些关注点集中在价值观和价值观的作用上。老师作为道德代理。与马来西亚学生不同，美国学生不确定老师是否应该传授价值观。两国的学生还认为，师生关系受公正，公平和尊重的内在价值观支配。学生们还认为，只有优秀的老师才能传授积极的价值观，而美国学生则认为他们可以向优秀的老师寻求道德困境的咨询。

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  • 作者

    Barone, Thomas Nicholas.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Education Sociology of.;Psychology Social.;Education Secondary.;Sociology Ethnic and Racial Studies.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 263 p.
  • 总页数 263
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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