Psicologia
URI Permanente desta comunidade
Programa de Pós-Graduação em Psicologia
Centro: CCHN
Telefone: (27) 4009 2501
URL do programa: http://www.psicologia.ufes.br/pos-graduacao/PPGP
Navegar
Navegando Psicologia por Assunto "Ação moral"
Agora exibindo 1 - 3 de 3
Resultados por página
Opções de Ordenação
- ItemDesenvolvimento moral e trapaça: um estudo com crianças e adolescentes(Universidade Federal do Espírito Santo, 2015-08-28) Pessotti, Alice Melo; Alencar, Heloisa Moulin de; Ortega, Antonio Carlos; Queiroz, Flavio Silveira; Queiroz, Daiana Stursa de; Borges, Luciana Souza; Pylro, Simone ChabudeeThe human interest about the morality is not a new phenomenon, as discussions on this subject date back to ancient times, such as the reflections of Aristotle (384-322 BC / 1992). This research investigates the relationship between the level of moral development and cheating in children and adolescents using game of rules, based on Piaget's theory. 60 children and adolescents aged 5, 10 and 15 years of age from private schools on primary and secondary education levels in the city of Linhares / ES have participated in this study.For data collection it was used: (a) the Evaluation Instrument of Moral Development Level (EIMDL), (b) the traditional version of the board game guess who with children 5 to 10 years of age and another version of the game tailored for teenagers called “Noah's Ark”, and (c) Post-Game Interview script. The obtained data was analyzed in quantitative and qualitative terms, as the guidelines of Delval (2002) for surveys were conducted from clinical method. It was elaborated a criteria for assessing the Moral Development Level (MDL) and cheating, called analysis criteria of Cheating level (CL). The levels include the Level I, Level II and Level III. The results has shown an evolution in the participants moral development level, mainly to the 5 years old on Level I, at age 10, Level II and at age 15 Level II and III. Concerning the action of cheating, this behavior also tends to decrease with age, as most of the participants of age 5 cheat, whereas by those at age 10 such behavior is less frequent, and among those at age 15, there was no cheating. Regarding the judgment of the action itself, the minority of participants who cheated confessed the crime. The results of trickery level indicated that most children at age 5 have remained at Level I, while the 10-year-olders were divided on all other levels, and among adolescents, again it has happened a predominance of the highest levels.Regarding the level of moral development and the cheating level there were mainly a correspondence of the two levels in the participants of age 5 and 10 years old and a better result in the cheating level relative to the level of moral development in participants of age 15. The higher the age is it becomes clear that the action is more developed than moral thinking, as noted by Piaget (1932/1994). Based on this finding, it is undeniable the importance of intervention through educative projects in moral values to promote reflections on issues and moral behavior in order to stimulate the construction of autonomous and ethical values.
- ItemMoralidade e trapaça: um estudo com crianças de 5 e 10 anos(Universidade Federal do Espírito Santo, 2010-08-26) Pessotti, Alice Melo; Alencar, Heloisa Moulin de; Ortega, Antonio Carlos; Queiroz, Sávio Silveira de; Trevisol, Maria Teresa CeronThis research aims to investigate, in a psychogenetic perspective, the cheating act regarding the relation between the hypothetical trial, the observation of the action and the trial of the action itself of children in a situation of games which rules are involved, based on Piaget’s Theory. 40 children of two private schools of Linhares city – ES participated of this research aged between 5 and 10 years old, equally distributed according to the age and gender. This research was done with the following instruments being utilized: a story and an interview guide involving the cheating act in the Tic Tack Toe game; the Face to Face game and an interview guide posterior to the Face to Face game. The research was done in three steps: (a) hypothetical trial regarding the cheating act, (b) observation of the cheating’s action and (c) trial regarding the cheating’s action. The results permitted us to observe, regarding the hypothetical trial about the cheating act, that from the point they were requested to establish a trial that regards the narrated attitude, the totality of participants said that the cheating attitude was wrong, being the greatest number of justifications mentioned among children aged 5 which was the one of ‘circular arguments’. On the other hand, the category cited most times by the participants aged 10 was ‘disobeyed the rules of the game’. Concerning the observation, it was possible to notice that, during the absence of the experimenter, the cheating occurred more among children aged 5 than among the ones aged 10 years old. On the contrary, in the experimenter’s presence, it wasn’t verified relevant difference in cheating’s frequency between the two ages. Besides, it was found a variety of behaviors in order to cheat. Regarding the relation of the trial which concerns the action of the cheating, it is noted that, when asked indirectly about the action, the children aged 5 years old mention more frequently the cheating matter. Likewise, when asked directly about the attitude kept during the experiment, more children aged 5 said that they cheated than the ones aged 10 years old. Through these results, it was possible to notice that the children know that to cheat is not correct, but many cheat and few admit it, especially among the older ones. This way, this research contributes to the morality’s study because, when it demonstrates the importance of the action’s dimension, it can offer subsidies for a project of moral education.
- ItemReflexividade moral: a relação entre consciência reflexiva e ações morais(Universidade Federal do Espírito Santo, 2015-05-28) Moreira, Luana Vianez; Souza, Mariane Lima de; Guerra, Valeschka Martins; Jardim, Adriano Pereira; Borges, Luciana SouzaAs a result of evolving mechanisms of social learning, the monitoring of personal and social standards appropriate to a person composes the essence of what makes him who he is. This dissertation aimed to investigate the intricate relationship between reflexivity and morality. A research was conducted in a virtual format, duly approved by the Research Ethics Committee. A total of 721 Brazilian adults participated in the study. The results are presented and discussed in three articles. Article 1, entitled Evidence of validity of a Brazilian version of the Moral Foundations Questionnaire (FMQ), aimed to adapt and validate the Moral Foundations Questionnaire (QFM) for the Brazilian context. For that, two quantitative studies were performed, in which the data were submitted to exploratory and confirmatory factorial analysis. Although a five-factor structure was expected, the two factors found presented satisfactory psychometric characteristics, approaching a hierarchical model. Article 2, titled Self-perception, empathy and moral self-concept predict moral concerns in adults., correlated scales of self-awareness, empathy, and moral self-concept to QFM, in which data were subjected to correlation and regression analyzes. The results indicated that the way in which individuals care for others and the groups they belong to seems to be strongly related to the moral concept that one has of oneself and to the emotions one is able to process in everyday situations involving moral issues . The opposition found between moral intuition and metacognitive processes supports evidence for the theory of moral foundations on which QFM is based. Article 3, entitled Reflexivity on moral actions in adults: a phenomenological-semiotic study, followed a qualitative methodology, according to the criteria of phenomenologysemiotics. The moral reflexivity presented itself as a complex psychological phenomenon, with qualities such as being mediated by implicit and explicit processes and modulated by feelings, and can be governed by internal or external control. Moreover, it has proved to be a phenomenon capable of generating cognitive dissonances on the one hand, and personal senses for moral action, on the other hand. In general, it is concluded that reflexivity can influence both intuitive judgments and moral actions; on the other hand, an intentional action is capable of exerting influence on intuitive judgments, reflexivity and self, especially if this moral content (or transgressor).