Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/tede/7012 |
Resumo: | Kohlberg and Blatt have outlined a methodological practice in the field of Moral Education concerning the discussion of moral dilemmas enhancing moral development. Nevertheless, authors like M. Hoffman, criticized this proposal because they thought it overlooked affecitive aspects related to morality. In response to this criticism, this thesis aims at studying if there are differences between the effects of a rational-discursive intervention techinque and a rational-affective one. Three studies were carried out for this effect. The first of these was aimed at devising and testing the adequacy of tools to assess moral reasoning and empathy. 200 students participated in it and they responded to the tools Real Life Dilemmas and Empathy Scale focused on Groups 18 items (EEG-18). As far as Real Life Dilemmas are concerned, results indicated that the tools proposed managed to identify different stages of moral development. As regards EEG-18 results indicated that the scale could discriminate different levels of empathy and presented a multifactorial structure with an average Alfa of 0,68. The second study aimed at remaking and validating the Empathy Scale focused on Groups, as well as validating the Real Life Dilemma tools. 206 high-school students participated in this and responded to the Real Life Dilemma and to EEG-27 (a revised version), as well as two further tools which have been validated in Brazil the Defining Issues Test (DIT) and the Interpersonal Reactivity Index (IRI), aiming at reaching a converging validity. Regarding EEG-27, the results of the analysis of major components identified four factors, with an average Alfa of ,73. A subsequent factorial analysis with a second sample revealed psychometric indexes acceptable for the tetrafactorial model. Regarding Real Life Dilemmas, the results indicated the predominance of typical answers to the first stages of moral development. Regarding the converging validity, significant correlations between the tools created and those validated in Brazil were found. Last, the third study is concerned with a quasi-experimental research whose central object coincides with the main object of this thesis. 36 students participated in this study and they were divided into three groups which underwent, respectively, three experimental conditions: condition 1 (the rational-discursive technique) the students involved, having different levels of moral judgement, discussed moral dilemmas, under the supervision of a coordinator; condition 2 (the rational-affective technique) the group involved both discussed the moral dilemmas and were stimulated to develop empathy, by using psychodrama techniques; condition 3 (control group). As measuring techniques (before and after the intervention) the following tools were used: Real Life Dilemmas, DIT, EEG-27 and IRI. As a whole, the results revealed that the group to which the rational affective intervention was applied evolved faster than those under the rational-discursive intervention, both in terms of moral development, and empathy: the group tested by the rational-discursive intervention developed more than the control group regarding moral development; and the control group did not develop in the two types of developments tested (moral and empathic). |
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Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionaisMoral development and empathy: measures, correlates and educational interventionsDesenvolvimento moralEmpatiaMedidasIntervençãoMoral developmentEmpathyMeasuresInterventionCIENCIAS HUMANAS::PSICOLOGIAKohlberg and Blatt have outlined a methodological practice in the field of Moral Education concerning the discussion of moral dilemmas enhancing moral development. Nevertheless, authors like M. Hoffman, criticized this proposal because they thought it overlooked affecitive aspects related to morality. In response to this criticism, this thesis aims at studying if there are differences between the effects of a rational-discursive intervention techinque and a rational-affective one. Three studies were carried out for this effect. The first of these was aimed at devising and testing the adequacy of tools to assess moral reasoning and empathy. 200 students participated in it and they responded to the tools Real Life Dilemmas and Empathy Scale focused on Groups 18 items (EEG-18). As far as Real Life Dilemmas are concerned, results indicated that the tools proposed managed to identify different stages of moral development. As regards EEG-18 results indicated that the scale could discriminate different levels of empathy and presented a multifactorial structure with an average Alfa of 0,68. The second study aimed at remaking and validating the Empathy Scale focused on Groups, as well as validating the Real Life Dilemma tools. 206 high-school students participated in this and responded to the Real Life Dilemma and to EEG-27 (a revised version), as well as two further tools which have been validated in Brazil the Defining Issues Test (DIT) and the Interpersonal Reactivity Index (IRI), aiming at reaching a converging validity. Regarding EEG-27, the results of the analysis of major components identified four factors, with an average Alfa of ,73. A subsequent factorial analysis with a second sample revealed psychometric indexes acceptable for the tetrafactorial model. Regarding Real Life Dilemmas, the results indicated the predominance of typical answers to the first stages of moral development. Regarding the converging validity, significant correlations between the tools created and those validated in Brazil were found. Last, the third study is concerned with a quasi-experimental research whose central object coincides with the main object of this thesis. 36 students participated in this study and they were divided into three groups which underwent, respectively, three experimental conditions: condition 1 (the rational-discursive technique) the students involved, having different levels of moral judgement, discussed moral dilemmas, under the supervision of a coordinator; condition 2 (the rational-affective technique) the group involved both discussed the moral dilemmas and were stimulated to develop empathy, by using psychodrama techniques; condition 3 (control group). As measuring techniques (before and after the intervention) the following tools were used: Real Life Dilemmas, DIT, EEG-27 and IRI. As a whole, the results revealed that the group to which the rational affective intervention was applied evolved faster than those under the rational-discursive intervention, both in terms of moral development, and empathy: the group tested by the rational-discursive intervention developed more than the control group regarding moral development; and the control group did not develop in the two types of developments tested (moral and empathic).Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESNo campo da Educação Moral, Kohlberg, juntamente com Blatt, delinearam uma prática pedagógica, que utiliza a discussão de dilemas morais, para promover o desenvolvimento moral. Contudo, alguns autores, como M. Hoffman, criticaram essa proposta por considerar que ela negligenciava os aspectos afetivos relacionados à moral. Diante dessa crítica, esta tese tem como objetivo principal verificar se existem diferenças entre os efeitos de uma técnica de intervenção racional-discursiva e uma técnica racional-afetiva . Para tanto, foram realizados três estudos. O primeiro objetivou elaborar e testar a adequação de instrumentos para medir o raciocínio moral e a empatia. Neste, participaram 200 estudantes, que responderam aos instrumentos Dilemas da Vida Real e Escala de Empatia focada em Grupos- 18 itens (EEG-18). No que se refere aos Dilemas da Vida Real, os dados indicaram que o instrumento proposto conseguiu diferenciar estágios de desenvolvimento moral. Em relação à EEG-18, os dados indicaram que a escala conseguiu discriminar diferentes graus de empatia e apresentou uma estrutura multifatorial, tendo um Alfa médio de 0,68. O segundo estudo objetivou reformular e validar a Escala de Empatia focada em Grupos, bem como validar o instrumento denominado Dilemas da Vida Real. Neste, participaram 206 estudantes do ensino médio, que responderam aos Dilemas da Vida Real e a EEG-27 (versão reformulada), além de outros dois instrumentos, já validados no Brasil o Defining Issues Test (DIT) e o Interpersonal Reactivity Index (IRI), tendo em vista a realização de uma validade convergente. No que se refere à EEG-27, os resultados da análise de componentes principais identificaram quatro fatores, com um Alfa médio de 0,73. Uma análise fatorial confirmatória, com uma segunda amostra, revelou indicadores psicométricos aceitáveis para o modelo tetrafatorial. Em relação aos Dilemas da Vida Real, os resultados indicaram o predomínio de respostas típicas dos primeiros estágios de desenvolvimento moral. No que tange à validade convergente, verificaram-se correlações significativas entre os instrumentos criados e os instrumentos já validados no Brasil. Por fim, o terceiro estudo, refere-se a uma pesquisa quase-experimental, cujo objetivo central coincide com o objetivo principal da presente tese. Neste, participaram 36 estudantes, distribuídos em três grupos que foram submetidos, respectivamente, a três condições experimentais: condição 1 (técnica racional-discursiva ) os participantes, de diferentes estágios de julgamento moral, discutiram dilemas morais, sob a coordenação de um facilitador; condição 2 (técnica racional-afetiva ) os participantes, além de discutirem dilemas morais, foram estimulados a desenvolverem a empatia, mediante o uso de técnicas do psicodrama; e condição 3 (grupo de controle). Como instrumentos de medida (antes e depois da intervenção) foram utilizados os instrumentos: Dilemas da Vida Real, DIT, EEG-27 e o IRI. Os resultados, de um modo geral, revelaram que o grupo submetido à técnica de intervenção racional-afetiva evoluiu mais do que o grupo submetido à intervenção racional-discursiva , tanto no estágio de desenvolvimento moral, quanto no grau de empatia; o grupo submetido à técnica de intervenção racional-discursiva evoluiu mais do que o grupo de controle no estágio de desenvolvimento moral; e o grupo de controle não apresentou evolução nos dois tipos de desenvolvimento avaliado (moral e empático).Universidade Federal da ParaíbaBRPsicologia SocialPrograma de Pós-Graduação em Psicologia SocialUFPBCamino, Cleonice Pereira dos Santoshttp://lattes.cnpq.br/5539236809255729Galvão, Lilian Kelly de Sousa2015-05-14T13:16:38Z2018-07-23T20:02:36Z2010-10-052018-07-23T20:02:36Z2010-09-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfGALVÃO, Lilian Kelly de Sousa. Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais. 2010. 300 f. Tese (Doutorado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2010.https://repositorio.ufpb.br/jspui/handle/tede/7012porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T01:14:32Zoai:repositorio.ufpb.br:tede/7012Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T01:14:32Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais Moral development and empathy: measures, correlates and educational interventions |
title |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
spellingShingle |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais Galvão, Lilian Kelly de Sousa Desenvolvimento moral Empatia Medidas Intervenção Moral development Empathy Measures Intervention CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
title_full |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
title_fullStr |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
title_full_unstemmed |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
title_sort |
Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais |
author |
Galvão, Lilian Kelly de Sousa |
author_facet |
Galvão, Lilian Kelly de Sousa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Camino, Cleonice Pereira dos Santos http://lattes.cnpq.br/5539236809255729 |
dc.contributor.author.fl_str_mv |
Galvão, Lilian Kelly de Sousa |
dc.subject.por.fl_str_mv |
Desenvolvimento moral Empatia Medidas Intervenção Moral development Empathy Measures Intervention CIENCIAS HUMANAS::PSICOLOGIA |
topic |
Desenvolvimento moral Empatia Medidas Intervenção Moral development Empathy Measures Intervention CIENCIAS HUMANAS::PSICOLOGIA |
description |
Kohlberg and Blatt have outlined a methodological practice in the field of Moral Education concerning the discussion of moral dilemmas enhancing moral development. Nevertheless, authors like M. Hoffman, criticized this proposal because they thought it overlooked affecitive aspects related to morality. In response to this criticism, this thesis aims at studying if there are differences between the effects of a rational-discursive intervention techinque and a rational-affective one. Three studies were carried out for this effect. The first of these was aimed at devising and testing the adequacy of tools to assess moral reasoning and empathy. 200 students participated in it and they responded to the tools Real Life Dilemmas and Empathy Scale focused on Groups 18 items (EEG-18). As far as Real Life Dilemmas are concerned, results indicated that the tools proposed managed to identify different stages of moral development. As regards EEG-18 results indicated that the scale could discriminate different levels of empathy and presented a multifactorial structure with an average Alfa of 0,68. The second study aimed at remaking and validating the Empathy Scale focused on Groups, as well as validating the Real Life Dilemma tools. 206 high-school students participated in this and responded to the Real Life Dilemma and to EEG-27 (a revised version), as well as two further tools which have been validated in Brazil the Defining Issues Test (DIT) and the Interpersonal Reactivity Index (IRI), aiming at reaching a converging validity. Regarding EEG-27, the results of the analysis of major components identified four factors, with an average Alfa of ,73. A subsequent factorial analysis with a second sample revealed psychometric indexes acceptable for the tetrafactorial model. Regarding Real Life Dilemmas, the results indicated the predominance of typical answers to the first stages of moral development. Regarding the converging validity, significant correlations between the tools created and those validated in Brazil were found. Last, the third study is concerned with a quasi-experimental research whose central object coincides with the main object of this thesis. 36 students participated in this study and they were divided into three groups which underwent, respectively, three experimental conditions: condition 1 (the rational-discursive technique) the students involved, having different levels of moral judgement, discussed moral dilemmas, under the supervision of a coordinator; condition 2 (the rational-affective technique) the group involved both discussed the moral dilemmas and were stimulated to develop empathy, by using psychodrama techniques; condition 3 (control group). As measuring techniques (before and after the intervention) the following tools were used: Real Life Dilemmas, DIT, EEG-27 and IRI. As a whole, the results revealed that the group to which the rational affective intervention was applied evolved faster than those under the rational-discursive intervention, both in terms of moral development, and empathy: the group tested by the rational-discursive intervention developed more than the control group regarding moral development; and the control group did not develop in the two types of developments tested (moral and empathic). |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-10-05 2010-09-10 2015-05-14T13:16:38Z 2018-07-23T20:02:36Z 2018-07-23T20:02:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
GALVÃO, Lilian Kelly de Sousa. Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais. 2010. 300 f. Tese (Doutorado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2010. https://repositorio.ufpb.br/jspui/handle/tede/7012 |
identifier_str_mv |
GALVÃO, Lilian Kelly de Sousa. Desenvolvimento moral e empatia: medidas, correlatos e intervenções educacionais. 2010. 300 f. Tese (Doutorado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2010. |
url |
https://repositorio.ufpb.br/jspui/handle/tede/7012 |
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Universidade Federal da Paraíba BR Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
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Universidade Federal da Paraíba BR Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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