Comparing the personality traits of moral evolution, altruism and social self

12 Pages·2016·0.29 MB·English

Volume 3 Issue 1 INTERNATIONAL JOURNAL OF HUMANITIES AND
June 2016 CULTURAL STUDIES ISSN 2356-5926

Comparing the personality traits of moral evolution, altruism and social self-
efficiency among gifted and ordinary students of Ahwaz high schools

Najafi M. Chaleshtori
Student of M.S., General Psychology, Department of Psychology, Ahwaz Branch, Islamic Azad
University, Ahwaz, Iran (Corresponding Author: [email protected])

Heidari Alireza
Associate Professor, Faculty of Psychology, Department of Psychology, Ahwaz Branch, Islamic
Azad University, Ahwaz, Iran

Abstract

This study aimed to compare personality characteristics of moral evolution, altruism and social
self-efficacy in gifted and ordinary students in Ahwaz high schools. For this purpose, 320 gifted
students of Shahid Beheshti high school and 345 students from ordinary schools were randomly
selected. The research tools consisted of two questionnaires: social self-efficiency and moral
judgments. A comparative study was performed. . For the data analysis, the multi-variable
variance analysis was used at alpha level 05/0. Results showed that there is a significant
difference between personality traits of social self-efficiency and moral judgment.

Keywords: social self-efficiency, moral judgment, altruism, gifted.

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Introduction

In today`s complicated world that we see the intensive competitions of various communities,
achieving superior technology, as the main source of power, gifted and creative individuals and
owners of new ideas and divergent thinking are the most valuable assets of each community and
nation because creativity is considered a tool to unlock deadlocks and shake hands with
tomorrow. The word gifted is interpreted differently by various people. In fact, there is no
general consensus about the definition of gifted children and this is mainly because of the
diversity of talents and different aspects of human intelligence. The first condition considered for
a gifted, is IQ over 130. Along with such IQ, creativity and ability to argue and also his initiative
to do things must be considered. The talent prematurity and desire to compete with older children
consisted of the indicators that can be seen in gifted children (Afrouz, 1377). It should be noted
that, in the definition of gifted children, gifted child is first a child and then a gifted child.
Intelligence has many aspects and its certain forms appear under certain circumstances and
aspects. There are obvious differences among gifted children in the various fields so that a child
may be outstanding in a series of works and other children are entirely different in some different
work; while both are leader but in various fields. A group of experts contribute the term leader to
a group with a great power in the vast and various aspects of mental abilities. Namely, they do
not consider child excellence in one of two fields as intelligence and believe that gifted child is
someone who is leading in almost all of development aspects; such child is more advanced than
other children. While others believe that gifted child is someone who is just competent in one of
mind aspects. Gifted children should be identified and educated in separate schools and different
ways than normal children. Because there is much evidence that some gifted students drop out of
school due to lack of coordination with the situation of normal schools, lack of consistency with
other children, and lack of enough motivation. Some are finally misguided. Most cognitive
development models emphasizes of the influence and importance of child presence in the
challenging environment for the intelligence development. According to Piaget theory, an
individual adjusts the new experiences with internal structures. When existing internal model of
realities and new experiences differ from the previous internal model, internal structures change
to consider and observe new experiences (harmony). When the two are compatible with each
other (there is no mismatch), harmony occurs. It is sorrowful for all communities not to identify
gifted children and actualize their potential capacities. . Genius, gifted children are resources
and social benefits playing a major role in the growth and development of culture and
civilization of nations. The world needs intelligent and competent children, those who shine in
life, can apply their potential capacities with their attempt in all areas, and show themselves in
every corner of this vast world, if having the opportunity to grow and develop properly. It is
estimated that half of intelligently-born children do not reach their possible potential due to lack
of proper environment for training. Special facilities are required in free community for the
growth and prosperity of gifted children. In fact, special abilities and talents cannot alone lead
to prosperity (without proper motivation). Research proves that not only the lack of appropriate
conditions cause to feel insecure and anxious for some gifted children, but also this leads them to
retardation, poor concentration, withdrawal, aggression and even extreme inactivity and passivity
(Abbaszadeh, 1993). Revolution has different dimension. Individual’s moral evolution is one of
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the most important one. Darwin is the one who included the biological and moral evolution in
psychology issues and considered empathy as the cornerstone of morality in human. He also
found social instinct in non-human animals. As a result, he concluded that the sympathy grows in
intergroup ethics. Therefore, ethics and moral development of any individual is determined by a
group in which a person has evolved. Since Darwin`s time until now, many definitions have been
proposed for ethics and factors affecting its formation (Descioli and Kurzban, 2009). Most
research in the field of ethics evolution is inspired Piaget and Kohlberg theories and methods.
Both psychologists believe that achieving cognitive evolution is the necessary for moral
evolution. Passing from the beginning ethical levels to higher stages depends on the child's
cognitive development (Kodiver, 2011). The main question outlined here is as follows: is there a
significant relationship between the moral evolution, altruism and social self-efficiency among
gifted and ordinary students in Ahwaz high school?

Method
The statistical society, sample and research implementation method: the number of students
of gifted high school is 320 in Shahid Beheshti of which 170 were at first-grade and 150 at
second-grade. The number of high school students was 345in Shahid Sayad Shirazi of which 118
were in first-grade and 227 at second-grade. Applying Cochran’s formula, the sample size
consisted of 92 first-grade and 127 second-grade. The statistical society consists of all gifted boy
students in Shahid Beheshti high school and normal Shahid Sayyad Shirazi high school.

Measuring tools
Social Self-Efficiency Scale: teens social self-efficiency scale was devised by Kennelly in 1989
to measure teens’ self-efficiency level. This scale is a self-report tool which has 25 statements.
Participants must determine to what extent each test statements represent their personality in a 7-
point Likert scale (from 1= impossible to 7=oversimplified). Teens social self-efficiency scale
has five subscales: social determination (5 statements), functioning in social situations (5
statements), participating in social groups (5 statements), aspects of friendship and intimacy (7
statements) and helping or getting help (3 statements). Total scores ranged between 25 and 175.
Higher scores indicate high levels of subject’s social self-efficiency. Way of scoring is as
follows: Cronbach's alpha coefficient of the whole test is 0.90 in the first group, 0.92 in the
second group, and 0.95 in the third group. The reliability, obtained from the retest method in the
first group within two-week, was reported 0.94. Also, the reliability coefficient, obtained from
retest method, was reported 0.86 for men and 0.86 for women. Teens’ Social self-efficiency scale
construction validity was proven through some self-concept and consistency scales. A significant
positive correlation was seen between teens’ social self-efficiency scale scores and their
perception profiles scale (Hartter, 1982) in first and second groups. There is also a significant
correlation between scores on this scale and consistency scale to assess the group survey of high
school students (Prints et al., 1978).

Moral Judgment Test
Moral judgment test is based on a general intelligence test that includes argument questions,
cognition potential, best answers, etc. The difference lies in the fact that all questions have moral
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content. Moral judgment is the ability to evaluate moral situations and affairs as right or wrong
based on awareness of ethical criteria (Warma, 1967). Therefore, the test is composed of a
number of questions that the child should make moral decision about them, categorize the
background of ethical work in the comments, establish the relationship between words with a
moral sense, and evaluate a specific action. He should logically argue against moral problems
and select appropriate standard of moral values. The test questions have been especially designed
for 14 basic common values in Hindi culture. In fact, this test consisted of 81 questions. For data
analysis, Harper, Gunta and Senegal chart (1962) was employed. The test was conducted among
370 boys and girls aged 6 to 11 years old. The 27% from top and down of scores was used.
Diagnostic value and level of difficulty of each question was calculated. While selecting the
questions, high detection level and minimum 50 problem indicator were considered the
preference. To select other questions, 35 detection level, and 40 problem level index were
employed. Accordingly, 31 questions were removed after question analysis, and 50 questions
remained. In the study conducted by Marashi et al. (2010), reliability and validity of moral
judgment was determined as follows. The study was conducted on a sample of 60 subjects. Also,
Ostovar and Razavieh (2003) confirmed three-factor structure of this scale on a sample of Iranian
teens.

Findings
Table 1: The results of Lavigne test to check homogeneity of variances

Variables Levin index df1 df2 P
Moral evolution 0.26 1 217 0.62
Altruism 0.18 1 217 0.51
Social self- 0.21 1 217 0.56
efficiency

The results presented in Table 1 show that the homogeneity assumption of variances was
fulfilled for ethical evolution (F- 0.26, P-0.62), altruism (F-0.18, P-0/51), and social self-
efficiency (F-0.21, p-0.56). This means that, with regard to insignificance F, it can be claimed
that there is no significant difference between the variables. Variances are homogenous.

Table 2: The results of Pilaei effect test for ordinary and gifted students

Test Student type Value Freedom Significance Eta square
degree level
Pilaei effect Gifted 5.586 1 and 2 0.001 0.682
Ordinary 1.430 1 and 2 0.001 0.682
Biggest root Gifted 1.765 1 and 2 0.001 0.682
test on Ordinary 1..354 1 and 2 0.001 0.682

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From above table, it is concluded that there is significant relationship between two groups of
ordinary and gifted students in at least one of tested constructs. We separately analyze each
dependent variable to identify the observed difference in one of variables using univariate-
variable variance analysis.

Table 3: one-way ANOVA related to moral evolution to compare students in gifted and ordinary
schools
Changes S S df M S F Sig.
source
Intergroup 16242150.125 1 16242150.125 10.01 .002
Intragroup 321080509.750 344 1621618.736
Total 337322659.875 345

Given the amount of f, the obtained freedom degree and significance level (f = 10.01, Sig=
0/002, df= 344) in the above table, we can claim that there is significant difference between
moral evolution average in students’ families of gifted and regular schools. According to the
results presented in table 3 and higher average of students’ families of gifted schools, a
significant difference is found in favor of students’ families of gifted schools. This means that
the moral evolution average is higher in students’ families of gifted schools than ordinary
students. Therefore, the first hypothesis is confirmed.

Table 4: one-way ANOVA related to altruism to compare students of gifted and ordinary schools

Changes S S df M S F Sig.
source
Intergroup 15068.480 1 15068.480 103.43 .000
Intragroup 28844.240 344 145.678
Total 43912.720 345

Given the amount of f, the obtained freedom degree and significance level (f = 103.43 Sig=
0/001, df= 344) in the above table, we can claim that there is significant difference between
altruism average in students’ families of gifted and regular schools. According to the results
presented in table 4 and higher average of students’ families of gifted schools, a significant
difference is found in favor of students’ families of gifted schools. This means that the family
performance average is higher in students’ families of gifted schools than ordinary students.
Therefore, the second hypothesis is confirmed.

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Table 5: one-way ANOVA of social self-efficiency to compare students of gifted and ordinary
schools
Changes S S df M S F Sig.
source
Intergroup 1270.080 1 1270.08 79.715 .000
Intragroup 3154.700 344 15.93
Total 4424.780 345

Given the amount of f, the obtained freedom degree and significance level (f = 79.715 Sig=
0/001, df= 344) in the above table, we can claim that there is significant difference between
social self-efficiency average in students of gifted and regular schools. According to the results
presented in table 5 and higher average of students’ families of gifted schools, a significant
difference is found in favor of students’ families of gifted schools. This means that the family
performance average is higher in students’ families of gifted schools than ordinary students.
Therefore, the third hypothesis is confirmed.

Discussion
According to Disiuly perspective (2009), the evolution has various dimensions. Moral evolution
in person is one of the most important ones. Darwin is the one who imported biological and step
-by-step evolution into psychology and considered empathy as the cornerstone of morality in
human. He also found social instinct in non-human animals. As a result, he concluded that the
sympathy grows in intergroup ethics. Therefore, the results of present research is consistent with
studies conducted by of Disuily (2009), Karimi (2006), Olson (2010), Kanjeh (1979), Giddens
(1995), Bandura (1991 ), Hergnhan Valson (2005). Jean Piaget (1932) was the first psychologists
who studied altruism and moral evolution. He says that altruism and moral evolution occurs
during cognitive development stages. The first stage is from 4 to 7 years in a wide range of
inconsistent and contradictory ethical thinking originated from outside. In this stage, individual
thinks that moral rules are fixed or unchangeable. Inconsistent morality later manifests as two
other consecutive moral stages: initial cooperation and autonomous cooperation. In initial
cooperation-based moral stage, which is revealed in 7 to 10 years old, children's games take
social status and they learn game’s rule and play the game based on their knowledge about these
rules. They still think that the game’s rule is unchangeable. Therefore, the results of present
research is consistent with the studies conducted by Disuly (2009), Karimi (2006), Olson (2010),
Kanjeh (1979), Jean Piaget (1932), and Kohlberg (1995,1987, 1986). According to Bandura
(1971), the self-efficiency is the self-concept elements of each person from a set of beliefs and
expectations about his ability in connection with effectively carrying out duties and meeting the
needs. He has called this component self-efficiency. Bandura believes that the one’s special
expectations about his ability to carrying out certain affairs are effective in one’s attempt to do an
action, stability in doing it, and making proper motivations. The self-efficiency has positive
relationship with individual past prosperities. According to Madah’s (2010) perspective, it can be
said that the conceptualized self-efficiency not only reduces the fears and expectative obstacles,
but also increases the probable success on one’s attempt through expectation. The results of
present study is consistent with the results of previous ones including: Costa and McCrae (2013),
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Digman (1990), Mahmudi et al. (2013), Ahmadi et al. (2011) and is inconsistent with the
research results of Rezai et al. (2014), Dastgheyb et al. (2014) and Arefi et al. (2009). Therefore,
the existence of positive characteristics mentioned about gifted students makes their personality
traits more growing such as self-efficiency. On the other hand, according to Digman (1990),
gifted students are more self-efficient and desire to earn higher scores and do extra-curricular
assignments. As result, these positive characteristic in gifted students justifies the lack of
difference in the students. In total, clarifying the hypothesis consistent with Petrich and Di
Grought findings; according to Kareshki (2008), there may be the lack of self-efficiency
difference which is observed in students of 7th grade ordinary schools due to using different self-
regulating and self-cognitive learning strategies and self-efficiency strategies.

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