A Study On The Moral Responsibility Structure And Its Developmental Characteristics Of Middle School Students

The moral sense of responsibility for their own means one kind of consciousness which undertakes in the society and the self-development. It is a set of awareness, emotional and moral attitudes in a feature, which not only refers to people faced with the responsibility when produces special moral emotion, but also includes the responsibility of understanding, awareness and the corresponding behavior. And it reflects the degree of an individual's socialization and personification. It is a kind of personal psychological characteristic in emotion and behaviors and the level of moral responsibility is an important indication of how a society is civilized and personal socialization. This study of middle school students' views on the moral responsibility will prove useful for social development and middle school students' healthy growing up; meanwhile it can enrich the theory and practice of socialization.The thesis aims to study the structure, historical characteristics and influential factors of middle school students' views on moral responsibility. Grounded on the findings of former research, this thesis, combined with half open-end and half closed-end questionnaires, puts forward the theoretical hypothesis of structure of middle school students' views on moral responsibility. Guided by this hypothesis, the writer produces formal questionnaire accordingly. Based on the survey of 1330 middle school students, the author studies the characteristics of such development and influential factors. The conclusion of such research is as following:(1) The original questionnaire of middle school students' moral responsibility is comparatively reliable and valid.(2) Nine factors of middle school students' views have been worked out: reflection, evaluation, sensitivity, efficacy, independence, flexibility, assertion, self-control, activity and insistence.(3) Among all the factors' score in the moral receptivity, the highest is evaluation, the lower is insistence, efficacy and independence, and the lowest is flexibility, reflection and activity.(4) Middle school students' views on moral responsibility do not have the remarkable difference on gender specific.(5) Middle school students' views on moral responsibility are obviously grade specific except sensitivity. It presents a U-shaped developing tendency, which shows: the third year of middle school student < the fourth year < the fifth year < the sixth year and the second year < the first year.(6) As a whole, there is no remarkable difference between the urban-origin students and the rural-origin students. It is only on the aspect of reflection, the urban-origin students are obviously higher than the rural-origin students.(7) Differences of moral responsibility exist outstandingly among those who are from different kinds of schools. Students from common middle schools are significantly higher than those from key middle schools.(8) As a whole, students who hold posts are higher than the common students in moral responsibility. Except on the aspect of insistence, the common students are lower than the students who hold posts.(9) In the study of students' ability of self-control influencing upon the moral responsibility, self-control ability except on the aspect of the activity is significantly related to the moral responsibility.