태도의 의미와 초등 도덕 교육에의 함의

Consumers are the starting point and the focus of all activities of companies that want to survive in the long term and do business profitably on the market. However, even in the most developed economies in the world do not have all the companies awareness about the importance of social responsible business and ethical marketing. Therefore there is a need for institutional protection of consumers from unfer and unethical business of companies, on the one hand, but on the other hand, they have to encourage themselves to be more involved in the protection of their rights. The purpose of this paper is the analysis of the components of consumer attitude about the degree of protection of consumer rights in the Republic of Serbia in order to conclude on which way consumers can be encouraged to participate more actively in the exercise of rights. The aim of this study is to determine whether the cognitive, affective and behavioral component of the attitude are intercorelated and to what extent, and whether cognitive or affective component has dominant influence on forming behavioral component of the consumer attitude. Based on the results of the research about the corelation and influence of the analyzed components of the attitude we draw conclusions on which way it can be possible to affect on the consumer intention to be more engaged in its rights protection as well as on which way it can be possible to improve the consumer protection in the Republic of Serbia, generally speaking.

Inclusive education is a complex concept that involves the interplay of practice, culture, and policy, all of which shape inclusive practices through intricate interrelationships. Teachers, as the promoters of inclusive education, play a crucial role. Attitudes are a complex construct consisting of three components(cognitive, affective, and behavioral). Since attitudes are tendencies that can guide behavior, teachersare more likely to implement inclusive practices if they have positive attitudes. The research aimed to de-termine the metric characteristics and construct validity of the MATIES multidimensional scale on teachers’ attitudes towards inclusive education (IE) and to explore how teachers at primary schools in Croatia evaluate each of the three components of their attitudes towards IE. The study was conducted between May 1 and July 30, 2024, as a cross-sectional study of a probabilistic sample of 478 primary school teachers across Croatia (F = 445, M = 33) via an online questionnaire using the multidimensional MATIES scale. A four-point Likert scale was used, with descriptive indicators and t-tests set at 2.5 for a neutral stance. Confirmatory factor analysis confirmed the construct validity of the MATIES questionnaire. All three subscales showed high internal reliability. Teachers’ attitudes were generally positive (M = 2.60), and all three components of the attitude were also positively assessed: the cognitive component (M =2.60), the affective component (M = 2.96), and the behavioral component (M = 3.23). The behavioral component of attitude accounted for the largest percentage of variance, with 38.65%, followed by the affective component with 12.53% and the cognitive component with 9.65%. The translated and validated MATIES questionnaire exhibits satisfactory psychometric characteristics and is a reliable instrument that can be utilized in further research in its current form. The finding that teachers have positive attitudes toward inclusion should encourage inclusive policymakers to provide additional support to teachers in order to maintain teachersʼ positive attitudes.

Peer attitudes toward children with cleft (lip and) palate related to speech intelligibility, hypernasality and articulation

Objectives The purpose of this study is to explore the utilization of Aesop's Fables in moral education, with a focus on the revised 2022 elementary school moral education curriculum. Methods To this end, I would like to present the individual fables of Aesop’s Fables by linking the content system of the 2022 revised elementary school moral education curriculum. In addition, it was intended to provide information and reasons for fables to be careful when using Aesop’s Fables in elementary school moral subject education. Furthermore, in order to pursue the formality of moral development in moral education, I tried to illustrate major learning questions and simple utilization measures through Aesop’s Fables. Results Aesop’s Fables were related to 202 in the “Relationship with oneself” section, 85 in the “Relationship with Others,” 46 in the “Relation with Society and Community” section, and 25 in the “Relation with Nature” section, which is the content system for the 2022 revised elementary school moral education curriculum. In detail, Aesop’s Fables could be linked to 19 content systems of questions and achievement standards. In addition, from Aesop's fables, I was able to extract 192 fables to be careful about in terms of “sincerity”, “consideration”, “justice”, “responsibility”, which are the core values of the moral education curriculum, and “sexual ethics”. And, moral questions for each fable were proposed for an approach to the formality of moral development of moral education. Finally, I was able to select ‘Wolf and Dog’ fable and present some examples of using them as a formal approach to moral development. Conclusions Aesop's Fables, which has been used as a moral story resource for a long time, can be effectively utilized as a story material for the revised 2022 elementary school moral education curriculum's content system and achievement standards and approaches to moral development forms. However, caution should be taken regarding non-moral elements, and further detailed discussions on specific utilization strategies will be necessary in the future.

Chinese moral education reform in the last three decades represents the most significant decentralization of decision-making power since the foundation of People’s Republic of China in 1949. On one hand, it shows how de-politicized China’s moral education curriculum has become following the introduction of China’s “Open-door” policy and economic reforms and the resultant social transformations. On the other hand, it reveals persistent problems in moral education caused by political stresses and tight state control. To explain these tensions, Power and Moral Education in China analyzes the characteristics of power relationships in school moral education curriculum goal-setting, content and pedagogy selection, and implementation. The ultimate purpose is to identify not only what factors impact Chinese moral education curriculum decision-making at the school level, but also how and why. Through a multiple case study conducted during 2008 in three schools in Shenzhen City, and based on four major data collection instruments (observation, interview, questionnaire, and document review), Wangbei Ye analyzes how power relationships have evolved in school moral education, and how and why school power affects school moral education. Contrary to the common belief that Chinese schools are passively impacted by external forces in moral education curriculum development, this book suggests that school power is a “semi-emancipatory relationship” that acts as a major force shaping moral education. This means that although both the Chinese Communist Party and the state are positioned to control schools and moral education, schools nonetheless have the power to either negotiate for more influence, or partly emancipate themselves by collaborating with other external forces, responding to grass-root needs, empowering school teachers and adjusting internal school management style. This helps to explain the influence of Chinese schools in moral education and suggests a broader theory of power relationships in curriculum.

This study examined the relationship between language attitudes and writing self- efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024– 2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students of English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

This study examined the relationship between language attitudes and writing self- efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024– 2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students in English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

The research features the results of the effective introduction of information and communication technologies (ICT) into the process of senior preschoolers’ moral education in preschool educational institutions (PEI). The benefits of ICT implementation in preschool education in different countries are discussed, and the balance between ICT and moral education is clarified. The necessity to find new approaches to increase the level of senior preschoolers’ moral education was emphasized, which determined the topicality of the raised scientific problem. An experimental study of ICT implementation in the senior preschoolers’ (n = 432) moral education was conducted, which included constitutive, formative and control stages. Criteria (cognitive, emotional and value-oriented, behavioral), their indexes and levels of senior preschoolers’ moral education were specified. Based on the diagnostic method “Me and My Friends”, the initial levels (high, sufficient, medium and low) were determined. An experimental method of ICT implementation in senior preschoolers’ moral education is presented. This method was developed considering the requirements of the Basic Component of Preschool Education of Ukraine (2021) and partial program (additional thematic program on the organization of moral education in preschool education) “Treasury of Morality” (2020). The method is aimed at building children’s positive attitude to ICT as a source of information that promotes the consolidation of knowledge about moral norms and development of skills of moral behaviour in society. The educational potential of ICT is analyzed, which should be implemented to increase the level of senior preschoolers’ moral education, namely: videos, multimedia presentations, cartoons, video tales, online games, smart cards etc. The sequence of the method implementation at the information-introductory, reconstructive-formative and affirmative-consolidating stages is revealed. The effectiveness of ICT implementation in the senior preschoolers’ moral education was assessed at the control stage. Positive dynamics of high and sufficient levels in senior preschoolers’ moral education in the experimental group (EG) is proved to have risen. Importance of the ICT introduction into the modern system of senior preschoolers’ moral education of PEI is confirmed. The following prospective directions of the initiated study are outlined: interaction with parents in the context of children’s moral education involving ICT, ensuring consistency of PEI and primary school in children’s moral education, as well as the development of moral competence of university students majoring in “Preschool education”.

This article discusses the integration of English teaching and attitude components. In the new school curriculum the attitude or affective domain components are considered very important as we can see in the Core Competence and Basic Competence. The English teacher should be able to teach English while paying attention to the attitude components. This article aims to show that the two aspects can be done together. The assumption taken is that while teaching English, the teacher also develops the students affective domain/deals with the learners attitude. What remains to be done is that the English teacher should be able to identify his/her theoretical orientation that he/she has with regard to language, language learning, and educational cultural viewpoints. One of these viewpoints language learning is further elaborated in H.D. Browns second language learning principles. With these major concepts and principles the English teacher is expected to be able to integrate the English teaching-learning process with the affective-domain related process.DOI: https://doi.org/10.24071/llt.2014.170105

This chapter investigates the educational purpose of religious and worldview education in the context of early childhood education and care (ECEC). This reflection stems from Gert Biesta’s three-fold conceptualization of education where different domains of qualification, socialization and subjectification provide a point of reflection to investigate the educational aims of religious and worldview education. The study will argue for this kind of purposefulness in religious and worldview education in helping children to position themselves differently in relation to the world and to open up new ways of being in and with the world. This will be regarded as subjectification. However, the conceptual analysis will be critically reflected against Emmanuel Levinas’ ideas of subjectivity, which challenge the notion of a free autonomous subject as an outcome of education and see subjectivity as emerging through relationality. In most European countries, the disciplinary background of religious education has been gradually distancing itself from theological disciplines while at the same time approaching general educational and the social sciences. This has meant a challenge for religious education in epistemologically redefining itself in the midst of secular and diversified views of educational aims. In order to contextualize the aforementioned analysis, the chapter discusses the philosophical analysis of educational purpose with the current academic debate on religion, worldviews and education, using the Finnish education and national core curriculum as one national, normative example. Moving the focus from epistemological to educational, the chapter attempts to bring children and their uniqueness as educational subjects into central focus.

Under the background of the new curriculum reform, school education increasingly emphasizes the central role of students and focuses more on cultivating students' abilities rather than just "pure knowledge." The same applies to moral education in schools. Traditional school moral education is showing growing signs of inadequacy in the context of the new curriculum reform. It is urgent for moral education practitioners to address the inefficiency in school moral education and analyze the underlying problems. This paper attempts to start from Dewey’s moral education philosophy, focusing on the core ideas of his philosophical thought, and proposes an "interdisciplinary moral education" strategy based on the current situation of school moral education.

The present study examined the effect of experience with the attitude object on the relationship between the cognitive (Ac) and affective (Aa) components of attitude, and their differential ability to predict behavioral intentions (Bl). It was hypothesized that experience may lead to a greater accessibility of Ac and thus to its better ability to predict Bl if the latter is of a cognitive nature. Participants in the study were 250 nursing department students, with various levels of experience with nursing research activities. Their Aa, Ac, and Bl were assessed by a questionnaire. The results of a regression analysis confirmed the hypothesis: The weight of Aa in predicting Bl decreased as the academic level of the subjects increased, and it became insignificant in the most experienced group. In contrast, the weight of Ac was insignificant in the least experienced group, and it increased as the academic level increased. The importance of the correspondence between the nature of experience and the nature of the tested behavior for predicting the relationship between each of the attitude’s components and behavior is discussed.

This study investigates the impact of religious education on moral change among youths in Nigeria and explores its implications for socioeconomic development. Given Nigeria's diverse religious landscape, religious education, encompassing both Islamic, African Traditional Religion and Christian Religious teachings, plays a critical role in shaping the moral values and ethical behaviours of the youths in Nigeria. Utilizing a mixed-methods approach, the research includes quantitative surveys and qualitative interviews with students, teachers and community leaders across some secondary and tertiary institutions in Lagos State, Nigeria. The instrument for data collection was a self-developed questionnaire (REMCY- Religious Education and Moral Change among Youths). The Sample consists of 100 students, 10 teachers and 10 community leaders. The survey assessed students' perceptions of how religious education influenced their moral values. Students rated their agreement with various statements on a scale of 1 (Strongly Disagree) to 4 (Strongly Agree). 85% of students agreed that religious education significantly influenced their sense of honesty. 80% of students agreed that religious education fostered their integrity. 85% of students agreed that religious education promoted a sense of responsibility. The correlation between religious education and honesty was 0.72, indicating a strong positive relationship. The correlation between religious education and integrity was 0.68. The correlation between religious education and responsibility was 0.74. The strong positive correlations suggest that religious education is strongly associated with the development of significant moral values. These attributes contribute to broader socioeconomic development by fostering trust, reducing corruption and enhancing community development. Qualitative interviews were conducted with a smaller focused group of teachers and community leaders. The teachers observed noticeable behavioural changes in students who actively participated in religious education classes. Some community leaders highlighted the broader impact of religious education on community values.The study recommends the importance of integrating religious education into the educational system as a means to promoting moral integrity and drive socioeconomic progress in Nigeria.

This study examines parents’ views on preschool religious instruction in Muğla, Turkey’s southern district, using Thomas Kuhn’s paradigm concept. In Turkey, preschool education does not legally include religious education, however some local customs may include Islamic religious content. Alternative Islamic courses for 4–6-year-olds are also offered by the Turkish Presidency of Religious Affairs. Families desiring religious instruction have demanded these courses despite ongoing disagreements over their purpose. The study examines how parental views indicate continuity or change in religious education using Kuhn’s paradigm idea. The study investigates parents’ views on religious education’s necessity, content, and technique and its consequences on children’s development. We interviewed 25 preschool parents for the study. Data illustrates parents’ various religious educational attitudes. Some parents choose faith-based religious education, while others prefer a more inclusive and value-oriented model or avoid it. The research emphasises school-family cooperation in religious education and indicates that attitudes and expectations matter. Teachers’ educational skills, impartiality, attitude influence children’s religious education. The study uses Thomas Kuhn’s paradigm theory to argue that epistemology and pedagogy affect religious education more than scientific paradigms. Religious education cannot be independent of society’s ideologies and cultures; hence flexible techniques are needed to serve varied social groups.

This chapter examines the development of life and moral education in Macau from the early 1990s until now, from a non-interventionist approach to formal curriculum initiatives of nurturing students to have proper values, cognition, and behaviours towards the city and the country. With its specific social and cultural context—the traditional values of Confucian ethics and Christianity, and schools with a high degree of education autonomy—Macau's life and moral education policies and curriculum documents have focused on developing individuals' morality and the moral character of being a good person and citizen. They have, however, left students' self-reflection and self-cultivation of life competency and civic values as well as their proper relationship with society untouched. Such a narrowly defined life and moral education curriculum could hardly deal with the global education demand of supporting students' all-round development, their life and moral values, and responsibility to achieving common good for the betterment of humankind. There is the need to extend the curriculum scope of life education with necessary teacher training. In addition, the role of democratic participation needs to be re-examined for enhancing students' life, moral competency, and their obligation to contribute to the city's sustainable development in a way that makes the quality of life among citizens and environment better for those around them.