چکیده:
In a broad dichotomy, cultures are divided into collectivists and individualists. This difference between cultures is manifested in educational settings and the way students and teachers approach educational tasks and activities (Hofstede, 1986). This study investigated the way the dominant culture can affect the cognitive and affective load of classrooms and eventually account for the development of students’ moral judgment. To this end, 400 Iranian university students majoring in English language and literature were asked to complete FAMC test (Javadimehr et al., 2015a). This test measures the role of four factors of “focus, sharing, challenge and support” in the development of moral competency. The results revealed that there was a growth in the pattern of affective and cognitive factors from the first to the last year of studying in this major. The results also indicated that “challenge” was the least attended cognitive factor but “support” was always the most prevalent factor in all academic years. The findings are then discussed by taking into account the findings of other related studies conducted in individualist and collectivist societies.
خلاصه ماشینی:
The Factors Affecting Moral Competency of Iranian Undergraduate Students Majoring in English Language and Literature: Investigating the Role of Applied ELT in Iranian Collectivist Culture Somayeh Javadimehr PhD.
For instance, obtaining academic degree can be considered as either merely a tool to gain social prestige as is the case in collectivist cultures or improving one’s economic worth and self-respect in individualist societies (Hofstede, 1986, Hoff, Kshetramade, Fehr, 2011).
Moral competency has a long history both in psychology and education as many research studies have revealed that education has a strong effect on the development or even regression of moral judgment (Cummings & Maddux, 2001, Kohlberg, 1969; Lind, 1985, 2012; Modgil & Modgil, 1976; Räder & Wakenhut, 1984; Wakenhut, 1984).
Results of One-way ANOVA test (Table 2), illustrated that there is a significant difference between the scores of focus, sharing, challenge and support in year 1 of studying English literature (p<0.
The results of one–way ANOVA test (Table 5) showed that there is significant difference between four factors of focus, sharing, challenge and support in the second academic year (P<0.
Scheffe Test for Multiple Comparison of Subcomponents of Moral Competency in Academic Year 2 Year Mean difference Std. Error Sig. Focus & share -2.
Scheffe Test for Multiple Comparison of Subcomponents of Moral Competency in Academic Year 2 Year Mean difference Std. Error Sig. Focus & share -2.
Scheffe Test for Multiple Comparison of Four Factors in the Academic Year 3 Year Mean difference Std. Error Sig. Focus & share -4.