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From Moral Thinking to Moral Action:...

Kwong, Man Wai.

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From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors./
作者:	Kwong, Man Wai.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3691903
ISBN:	9781321668902

From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors.
Kwong, Man Wai.

From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors. - 178 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

This item must not be sold to any third party vendors.

Almost every day, a person's moral judgment and moral actions may contradict with each other, reflecting a possible gap in moral functioning. This research attempts to study some discrepancies between moral judgment and moral actions. Thirteen Hong Kong secondary school students participated in this study, in which their past encounters with their fellow students who had violated the school rules were examined. These included the students' perspective on the violations, the factors that contributed to their decision-making process as to how to react, and their actual reactions. This study also aims to explore into the students' moral thinking process, especially the impact of moral motives on students' moral judgment and how this influenced their actual actions.

ISBN: 9781321668902Subjects--Topical Terms:

2122779
Secondary education.

From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors.
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245 1 0 $a From Moral Thinking to Moral Action: An Investigation of How Secondary Students in Hong Kong Respond to Rule-breaking Behaviors.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Lau Sin Ying; Sin Fung Ying Angela.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Almost every day, a person's moral judgment and moral actions may contradict with each other, reflecting a possible gap in moral functioning. This research attempts to study some discrepancies between moral judgment and moral actions. Thirteen Hong Kong secondary school students participated in this study, in which their past encounters with their fellow students who had violated the school rules were examined. These included the students' perspective on the violations, the factors that contributed to their decision-making process as to how to react, and their actual reactions. This study also aims to explore into the students' moral thinking process, especially the impact of moral motives on students' moral judgment and how this influenced their actual actions.
520 $a Using a qualitative study approach, data were collected from thirteen exemplary secondary school students from a top-banding school in Hong Kong. In-depth interviews were conducted with each of these students. The results of data analysis suggest that the students perceived the violating actions according to the violator's behaviour, intention and the consequences. The majority of these students were often willing to voice out the violations and correct the violator's behaviour. However, when they were placed in a dilemma, the majority of the students would escape from the situation by turning a blind eye on the violating actions. Factors which affected the decision of whether an action should be taken included social relations, the impact of the violation and the attitude of the violator. Among these factors, the most important one was social relations which was about the students' personal relationship with the violator and peer pressure. The results of the study not only reflected the cognitive processes behind moral functioning from moral judgment to moral action, also revealed the key factors behind the moral decisions. This study has important implications for further research and practice in that it provides a direction for moral studies, especially in Chinese communities, and gives practical suggestions as to how moral functioning can be taught in secondary schools.
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