The development of values, attitudes and personal qualities

106 Pages·2007·16.77 MB·English

The Development of Values, Attitudes
and Personal Qualities
A Review of Recent Research

J Mark Halstead
Monica J Taylor
Published in February 2006
by the Nation Fowrulstin lar Kéucatinnal Research,
‘The Mis Upton Park, Slough, Berkskire S.! 200

( National toundatioa for Educational Researck 2000
Registered Charity No. 313392
THEM 0 7005 3005 5
CONTENTS

INTRYDUCTION
TERMINOLOGY
PARTONE: SOCIAL BACKGROUND RESEARCH

PART TWO: THE SEVELCEMENT OF VALUES THROUGH THE LIFE
OF THE SCHOOL

KT1_ How Sguiicantis the Development of Eally Moval Emetions and Wha Can
Povanis and Early Years Educators De to Influence Moral Understanding sd
Posiva Soral Bahaiour ir Young Ghiléven”?

KT2_ What Does Geving’ Mean and Hu Sees 4 Ceatbitule lo Childien’s Maral
Ethan in Sahoo?

FS. ltaiv Far 00 Gehl Councils Holp Yaung People to Urderstarsd Tei Rights
nid Fiosnonsibuiies ae Chiveng?

ITE Doe. te lnvalvernent oF Pops in ig Fonealion af Clansroom Futos and
School Porcles an Discipine Malp Them sa Davelon the Kota to Benave:
Fospansily”

KS What Xinds of Intuence Gan Exaeeurin!
and feiudes af Ghiaron ane Yousg People?

Scfvtios Hava on tho Buhsiour

HS How Fer Does the Examply Serby Teachers inlentianally or Othoraise
Frtiuanca the Developing Valuoa and Aaitcas af hat Ppt

177 What Dos Spitiual Development’ hican and in Wat Ways Can Sciwats
Ganibua ta i Mast Etat

18 Kaw Car Schools Fontcr
Opporentnes

tne Value uf Hon-surination aed Equal

PARTY VHHEE

THEORETICAL FRAMEWORKS AND STRATEGIES

K TB How Gan Senaols Consibuto othe Character Develspmumt cf Sate

KTH Wha Sacife Soatapias and Programmes fer
Reasoning Have Beer Ehectye’" School?

Reveleprwert ol Maral

KCTHt How Do Personal Macsaves Hal Teachers 10 Urdassland and! runes
tho faaral Devalopsiont of Yourg People?

1"

2
PART SOUR: CURRICULUM AND TEACHING METHS0S

712 ihat Contd:tions Gan the Subjects of hs Nationa Curiam Make ts tha

evolooment<t Pups Vales and Atiudes?

KET1 hal Car Fiiyioue Educaton ard Fersor
Ic Pupils Gavsteplag Atos an

KTM Haw Do Tho Grose

2 axl Seca Eshucaton Conte

Values

curicular Theres Coviibule tthe evekomanl cf

Pupil Values, Attias and Pargonal Qualos?

5 How Etlective is Chet Tina in Helping Pups te Develop SelFestcom are

te Clay Thoir Ose tides ar! Vales?
e116 Wha thar Teaching and Leariag Methorls ave Boon Fours Elfectve in
uancing Pupil’ études and Behaviour?

PART FIVE:

ASGESEING 4ND EVA: UATING THE DEVELOPMENT OF
PUPILS’ VALUES

XT1? What Methods of Ascanzmant Have Proved Efectve in dentiing Devefasmems
in Pople Vanes and Arusos?

1712 Heme dein Sirhan! Efctioness Be Evalualed In Terms of Uwe Devedepmsnt of
Pupils Values and Atiudes?

PART SEX:

APPENDIX 1:

APPEND 2:

REFERENCES,

CONCLUSIONS

ROME MEASURES GF ASSESSMENT OF VALUES AND
ORAL CULTURE

ORGANISATIONS CONCERNED WITH RESEARCH ON
VALUES

cy

eo

66

88
rpc,

INTRODUCTION

Siave schouls ars sheryed with prepating pupils for the oprertunities, rsponstbitities
and ceperivoees uf adult if, the Tuic of seaoois in ther persosal ara social development
lass recently come ander close scrutiny. ‘ius is evident patticu‘arly ia the isspeetton of
shat schools date promote tae spiritaal, naval. social and cultura evelapment of their
pupils. Teachers, schoo! managers. inapeators. @eacher tausers tn cubers ts Face the
challenge of inproving and evatusting opsortuniies for such developsnoat. This nccds
to demoustrne positive vaines, stitades sud personal ecslitiss oa the pact of pupils,
even thengh a valves consensus may be lacking in the eduesrion wes aad poral
sosivly ef which they area pact. ‘Tha plepase oF this revisw to facullate progress in
vis dict acu, by

© providing an aweepretation ofthe og concepts;

S Slailying sealimo cognitive and atfoerive goals tor sehoks,

ctegies and ermentin reachingand Tearing and inthe fife af ike scot

p31 pasitive personal development;

© covicwing assesuron! and evaluation evtesia and metivoas which identify changin
pupils.

‘view gkeovides an overview of recent teseerch on the develagraaht of values,
_nttudes ad persunalsalities, wil parle tar reference to seaaol-based educaiiou for
5 Liyearclds, [was commissioned and funded by GESTED in 1996 sud a Fin tox,
‘waswubenilted iy 1598 Thisis nee gublished wita OFNED'sapronsnen, borthis should
fio he Glee 10 cnesiiale ils endoccement of any of tho review's conclusions or
rocommondaiine,

‘The rusin boy ol tac review is divided inl 18 Key Thpins GTS) In selecting these, we
have scupiit to identify Ssoues Hut ano conger 16 eachersand of practical relevausce
tiv school eather chun issues ial 3¢t mas! populae sit researchers. kssch Key Topic ts
fospated as a doable-page sproml, so al the ix ona be more easily aged by teachers
aed odters uadrgping INS ingncthelc ow

gations into peli FN.

‘The pracy focus is reviow iscam mana development, chou itis nocesearily alse

nal, pesvonah,zocial, culm develepencn aod witizaeship. 1etoos
her areas 6° dovetopmient, such as artist, scientific, eeemosmic
health-related valnen. Concuptval, qrauinlutiec, qualitative and
wll 26enech a incited, partcnbaey driving ou tel seiplincs af payenalogy.
‘peviology andi pnitosophy. Gn some Topics alsooake use les foveal esearch im
airs wl poenial ad diehude expert adwtew, We ave tie
aay be conttoveral

riot gemsraly oo
‘sheitpnenenisl or

Wie are sonscious that for seasons of spece and also yas in us renswiet we have Act
lway’ been able cdo fl ustec a the complexity of thefasuss Siowever. all research
refered to througout the review is lied is the bibliography. ane itis hoped thatthe

'
The Devetypnen of aves, Audios and Persons: ais
AN A

referetecs will onabie those whe are interested te pune aay copie in mors depth and
derail, On zupive whieh have bees boavily nsseurched, we bave sekceted cither what we
cotesider wbeshe mos irapertant recent publicavans, orthosis publics-ions whieb taken
rogether presen ise moa comnrchoraive overview oftherapic, Wohave éravn primarily
‘of refereed cesearch publsted in Precis, ough unpublished researen is occasivnally
soferrd i where this ks neon subjected to some kind of quality eontro:. We have given
viovty to British research, but were there fs 4 Ino af Bits tescaach ur n particular
ein jr even fom Ran Amerie sx enti

make sense of reesnt research
work will have sijmificant elevanee :o the contcrapscery situation. Thrvughout he
review we have sought to emphasize ine plications of the ressarch far practi, i the
Ihapethan it ili offer wuidanee pation'arly toteachersin crieniing pasinve schol poliviss
And practices, to nepculoss i clatiying evaluation ertevia aid wrat counts as evidence,
au! ln teacher ainarx seeking suppor teachers with practtal strategies in initial and

A. work like this has incvilybly tavolved snore people than we ean name individually
tour we weld tke lo Hank all wie hive kelped through conversations aud discussions.
‘chronic practical olg in visiting intiunicus, seach
and most ofl] feough mers)

fo tivo wd ean 8.

gre

J. MARK HALSTEAD
MONICA TAYLOR
TERMINGLOGY

Bovelepment: growth lowirds anturiy, whic may be ssadval and discowtuxuous, which
toy involve pussiug theozgl « namper of stages and which normaly Gce4s 35 resul:
cof guidsnice and suis fom family. schoo! ancornvaurity as wl as ethce lla
including peer eulure and ihe media,

‘Values: principlos and fandarenial convirvion sich autos gruel guiesto Boban,
enduring fillets about what is weraherle,iteals Far which cine srives, slanstars hy
vehioh partiquar holies sd actions ane jug! be Faxenples of
valugs ats love, f’aness edly, Freedom, jstiow happiness, security, peace af mind,
Truth

ood! oF exsical

Aititudes: acquired tendexe
‘edicrablenanner. Examples of std
freedom from prejudi

tions mike jedgenaeuts and bebe iu 8
ate opeunoss, tolerance, nspoet acceptance,

Persunel Quslises: vitucs, personal atefbuies, dispositions or okaaicterisvs, Fearnpin
bl yersonal qualities are honesty, gercrusity, vourae. comlidenee, sl esteem, care and
eonesta for alhers, hruthfidness. responstaility, Uriendliness, humility, loyaity,
pesseverance, kinduess. eonypassion, selF-diseipline, integrity, politeness, cooperation.
seasitivity 0 other,

Spiritus? Uevelogment: developinu the potential af the human spit, ineludiog che
personality, tire emeons and fundamental human charactevisties and capacities, stich as
Jove, peace. wonder, jv. imapénstion, hone, forpiveness. integsity, seustivity, cat
aspiration, idcalismn, the seareh for nteavize, values and cammmwemeat and the eapacity to
sespond 10 the challenges of chaaye. hardship, danger sunferiag and Cespait
the cones of stitial development mak
ablished religious tedition,

sonse only nthe conriat of conaiumeal te

‘Moral Devetenment: asquicing ase of belieti and vatses relacng ra what is right a
‘wrnnp which juides intentieus, attitudes and behaviour towards ancia%h otber people,
‘o's own society and ater, andthe onvitoninent, andl developing tho disposition to at
rm gecordace with ch beliefs and vals,

Snelal Developments progressively nugeiving ie sil amd parcnnal sualitien pected
la Tiveand participle caqposnuively in sal settings a ply full pana

an ineaessing sesquaintanes

Cattural Developracats gsi ich cultera: practices of
‘various Kins (such as asstbetv, ecinious and political), sn excterscanding of on
iuleaty within ane or murs cultural yes, el eG

iin i the vay a butch
ves, kewrs logs sal ski'e Farm by basis oF ilemtty and cohesion
iy OF coneiranities and groups
The Devetpricnto Vives, Atutes and Pr

RETR

PARTONE: SOCIAL BACKGROUND RESEARCH

“The values, atitaces and persona! alias of yong people and tho eo's of the sckool in
mipiis spititsal, eral. socal and culeeal development ince seceived renewed sslention
inreconeyears, This bas eineided witha climate a er‘tical questioning bout the ethos
‘of socal tractus, insations orectices, ways of lb, evemtsand experiences. esperiasly
asthere affect young people and yequare an educational sesponse, Sue Frets inst

‘> rapidly eluinging soa! seructures ja pallens of work, snemployanicnt and leisnzc,
families and faiily Ute. geogeaphival mobility, globat communication, t0 which
individuals ond institations arc wosinesly sdapcing:

¢ social, cultural, zegionat, local community ud fainiy diversity, which cam masle
‘econerme, ponder, elhnic ana racial inequalities, swaetimes leading to alienation,
tack of pope und simlessnoss inividia's and corarmupites

» bo cmergones ean encrapvencuri, eos!-cllecsive society wlu:invidual suecess
is prized, somevanes ax the expense of eaopetalion ard ‘the cop:man yaad’. and
achicvecucatis measuced in materia] terms so that individual intellect. art siitoal
developmen! wil the social and mora: developinent of commutitive ae relatively
ogloes

fe varenens of law standards oF cts ir some arcas of public Life and of the
questiansle ovample sec hy some teadiny Hiutes in po:tcs, bussess, sport and the
entertainment industry

$ apowerfiland pervasive ntedia whiel. in providieg intortaatioy and emeciasnment,
sltypas *lavis? and feelings about events and may induly influcuee perceptions and

© ingivciptine is; ome achaois, with vertu) und physical barassmnen, ane violence
‘oerwzen paps and semetimes assaulrs on each, aMecting ce leaning environment
sand eduvatfamal experience aud jeating lea rise in exclusions funn school:

‘¢ sariosshorrife ovoms involving children and yrainy peuple (or exoraple. the noite
o€ Aamed Uile, Jamie Dulger, Stephen Lanweonce and of headieacher Phihip
Lavweonce} which have led some ta tals of mot pans” anda ‘crisis wf value

Suk Insods, hist only & pautial sho.acierisatioe, four. the hackground to growing
taucertintis anu! unease about pubsae and individnel hues, atiludes sad bebavioar

‘howe focus oa corer ahour the aciyuna! nad soclat education ef the young end the
respective roles ani wesponsbilsies of school, heme and other influences in ¢ liberal
luvalist domueruy ‘They challenge us to vousider the nanarcf te society in which wee
wish wo Jive and how young penple can be prepared For fe in that society

tn Part One, we

exam. First fall, empitical evidence relating to the atiades and.
sil context education. and influctwes ether
Ueathat of the sehnal en young people's values and antes, Secondly, we explore the
rational poliey contest zeloring iy v#iuns education and evidence of schagis’ responses
Pan One $0

urkgrund essen

esdeveloping their pulicios and practices, araids ongoing social and sduvational debates
abut cuntroverstal and vontested wales issues

“The Autitudes aad Values of Childcen aid Adolescents
Lndertying tae commun perveption of mereased social immoratiny ts the pomaar view
thos many cluldreu ané young people have live or ae sease of sight sad wrong, This
‘contrasts with rescarch findings: which dsmoustrate the vlues and attitudes of young
nrouple, Lboss studies reveal the divasity, comnlkxity and apparent cemlradieions of
their views on Soeremporary ‘sss,

Children
‘Mung uhildren ses deveten 4 moral sense. prably within the Mel tw years oF Tite
Usugan and Larcb, 1987), Moral emotiocs mel aaulerslasding are eritigal 10 personal
and soeial devolapmiont qsue KTH), Rulationaps and ituersetions, expecially within the
apie, such es iovients of oonilie. pay with siblings eu discussiem of clings and
rulys buswven ewlhors aad chcldren, lives considershie Tnliverce on early moral
evelopment (Dunn, 1987), Nisan 1985) found that chien ef six or sevou demonstiated
a concept of ah” fax objectively valid, mconditionsl end noneubligalry).ss distinet
‘rom maraliy (unconditional ané abligatary o¢ convention feonditional aad obligatory,
‘ar personal preferences iponditianal and nenaahiigatar) ‘This disenenan develope
age. ‘These children gave seasons ar bahas our relaed to valnes distinguish:
rataer than athens’ selfare o1 coaveavional behaviour. ‘san aug

pL of sales 5 base on his ar her pateeptions ol dévelapaam which entait
ircreasing eontrol aver the envionment ~ an rhas these very percepeions affect actual
behaviiu and developinent. The Children end Weld Views Project encouraged young,
childien in alk abon! a range a issaes dram religian snd science ea conti. toss and
separatcn (Miricker etal. 1997)

Adtescenty

More extensive resenneh exists, nn British contest, ou the vatues and mhlodes oF
delegeoaty and your adult, im selsioa ta muerality, hex Cacluding drugs and sex),
the enviroment, sito, other peuple Poulbying and raise, sutbariy sl lit

A Sensicof Righs and Wing. Inn sa

ey wf wor 13.850 pupils, aga IS 1S, thom 6S
mgimaioed schools in England ant Wales, Trane and Kay (1999) found ost
disapproved of siontifeing (43%), cycling ater dark without ights 7%, pratt wuting
(652), playing roam, (6Vp, vavel in with acho 57%), baying eigaretes (37%)
fal buying alechigl undor dav logel age (40%). Franets and Say snggest that you,
people distinguish bets-oum wht iy vightand an Ss loyal and tha deo Tae ig en we
extol where interferes wth a legate ploasuce. suc? as buying aleokol. By
sl, cunpaitgs cmphasising #he connoutiun bulrcon stoleing era 21 healyh may
ave intlyenved sorms yous people to ee that smoking is ase socially zeceptable.

A Mori Pell, condusted “ar te Schaal Curtigulyen ani Acsessinemt, Aushority (SCAA)
49969} found that 196 L1- Le 16- sent-olltespauderts Sad “a ll developed sense of
igh sod wrong” (7.21). For example, sence aT i i sar evar tight 0 steal money
i uties

he Deveiggrentr ates, mua and Fes

and things (95%) o* se chess ia sehanl work (R44). They wore more sribivalest
pam callicy and Ggbting - on'y haf ketivving such buleaviout is never tight
signiticanteainorizy shoul theae hehaviout x oould semuctimes be jeaified, Threc-fifths
claimed it veow wlwaye sight ta own up tw doing sorting wrong, Sue for some this was
dopordent on citeumstances, Yousy people wore ll impressed by the konesty of Ihe
gsaerel popwlalian: haif disagreed that must people are hmest end one in seven was
ausuze, They were rar sosoo must poeple as kind. A bus five per eeu al
adolescents in wnother survey (Balding, 1996) claim chey could tnst a easton adult,
tind the majority Three or mare adults, Bur a3 many as one-third of the 13-10 15- year:

olds in Francis and Kay’s aurvey langed for someone co turn to tar advice.

Artinates to Health (relation to substaaex sure, Francis and Kay (1998) Found that
49 | 5+ yoar-els most disapproved uf glue sniing (81%), horn ue (924), sniffing
Dutane gus {2Sta), bing mariiasna (68%), sinking. cigarettes (18%r. and becouting
Arak (22%). ‘The coscarebers argued his ander suggested a prudential evaluation ard
than young people mad: mond decisions hy alaccing poten al pleasure avainst bealth
risks, The snnwsl survey of He heabth-olsted behavigur of measly 24.000 10- to 15-
eur-olds (Balding, (996) provides extensive igfermutias: on adolesceus"atfitwdes ard
ibchaviour regarding persenal and social issues, Porexample,halZaf these young people
think cigarrte advertising has quite a fat oFinflucne on young, peopic to tat! mmoking,
Fewer pitts tham boys ray they will never smyko, and x mesc of the secondary year
‘aroun dheze wens ore Jemale tran mal sanoke.

4a tcltion to sexual practices, [3-0 13- year-olds it ianeis and Kay's (1995) survey
nose disapproved of homesexvaligy (3990, anorion (8%), sexual intersourse uncer
the legal age (24%), diverce (2096), sexual iniercoutse curside marriage (15M) and
contraception (5%). Charchgaors were assasinid x ih stricter indgcraeuts, though many
were wieetiain ef thelr epfatcns, The revcanchors eamnienc ‘Itis clear from tbe survey
ests teat Due remy af 13-10 1S- year-old de no: use a vet of moval absulutes to
define thei aieudes tohuran sexwalty” (yA). n asurvey of 571 pupils in ten Catholic
secondary schouls iy Nomkern ireland, Ersaeis kn Grow (£096) alsa found that large
proportion af Carhuie pupils ejected moral absulules maintained by teaiivnal Catholic
soihing, Since att ane-titth of pupils were uoconain about sexual morality, there
ay. ns Francis ad Kay suapest, bc a ol Ayr mmoral sdueation ie elatifying moral iaswes,

Aastales co the Environment Torethirds of young people in Francis and Kay's survey
wore cencerred about pollution am unves-fiths about tied world poverty. Four-fitths
_akysung people ina Meri pall sought people dort care cucuyh abpul ibe eoviranracat™
(SCA, 19¥6a, p22). On the ods au. earing dispositions wore being developed by
‘over hall the adodesconts in ane large survey whe cated fox pers (Balding, 185)

Atsoudes ta Schoot Onex one-quarter of 13-10 1S- year-olds in francis and Kay's eurvey
‘id mol sink leachers were doing # good joh and almost kalf would ve celucrant te
shseuss Tir problems with a teucker. About ane-ihird thougbst sehuo! was bering and
the sare prapanion was uncertai.ubuus or thought school was not preparing them for
life. A qualitative study of the values of 13: to {4- youlds in four ethnically diverse