Evaluation And Characteristics Of Students' Moral Sensitivity Studies

Moral sensitivity is the first component of Rest's "Four Component Model". It refers to the initially psychological components of logic before moral action, including the interaction between cognitive and emotion. Based on systematical reviews on theories and empirical researches on moral sensitivity, combining with the actual characteristics of Chinese middle school students, the author works out《Middle School Students Moral Sensitivity Scale Questionnaire》which adapts to our national conditions. Based on the statistics of investigation results, this study grasps the demography variables effect on moral sensitivity; analysises the moral sensitivity level of middle school students; and does proper education intervention. The main conclusions are as follows:1. Middle School Students Moral Sensitivity Scale Questionnaire is composed of 35 items which can measure four factors:responsibility sensitivity, norm sensitivity, emotional sensitivity and interpersonal sensitivity. Responsibility sensitivity includes two subfactors:tolerance and responsibility. Nom sensitivity includes two subfactors:social ethics awareness and the consciousness of respecting others. Emotional sensitivity includes two subfactors:emotional expression and emotional understanding. Interpersonal sensitivity includes two subfactors:dealing with interpersonal differences and caring about others. The results of the study indicate that this questionnaire has high reliability and validity.2. The main characteristics of middle school students'moral sensitivity are:(1) The Overall development level of middle school students'moral sensitivity is well. Each dimension of average varies slightly, which shows relative balance. (2) Main effect of grade is significant. With grade growth, moral sensitivity level gradually decreases. Main effect of gender is not significant. Main effect of whether only one-child is not significant. (3) In the total ponderomotive of moral sensitivity, the scores of F3 (emotional sensitivity) and F32 (emotional understanding), gender and whether only one-child has a significant interaction. This interaction mainly displays that moral sensitivity of only son is lower than not only son's, while moral sensitivity of only daughter is higher than not only daughter's. (4) In the F11 (tolerance), between grade and gender has a significant interaction. In the F2 (norm sensitivity), F21 (social ethics awareness), F22 (the consciousness of respecting others), grade, gender and whether only one-child has a significant interaction. This interaction mainly displays:In grade two in junior middle school, moral sensitivities of only daughter is higher than only son's, while moral sensitivities of not only daughter is lower than not only son's. In grade one in senior middle school, moral sensitivities of only daughter is lower than only son's, while moral sensitivities of not only daughter is higher than not only son's.3. Intervention contributes to improve the middle school students'moral sensitivity. Compared with controll group, the scores of experimental group are higher in three factors (responsibility sensitivity, emotional sensitivity and interpersonal sensitivity).The design of Middle School Students Moral Sensitivity Scale Questionnaire has an important significance to middle school students'moral sensitivity assessment, training and provides a scientific and operational assessment tools to education workers.