The Effect Of Moral Identity And Class Environment On Students’ Moral Behavior

Teenagers are the hope of the country and the future of the nation.The important task of ideological and political education in schools is to carry out moral education for them.The purpose of moral education is to guide teenagers to form good moral behavior habits,and its effect is finally reflected in specific moral practice activities.Moreover,one of the basic concepts of today’s social work is "person-inenvironment,PIE".The concept emphasizes that people and various factors in the environment interact with each other.What kind of behavior an individual can make is not determined solely by individual characteristics,nor is it passively generated only by the influence of the environment.Individual and environmental factors will interact and then affect individual behavior.As for moral behavior,researchers of the theory of moral identity point out that moral identity is an important motive mechanism for individuals to produce moral behavior.At the same time,class is an important position to carry out moral education for teenagers.It carries the vast majority of activities in teenager’s school life and has a profound impact on the development of their moral behavior.Therefore,from the perspective of individual and environment interaction,this study explores how moral identity,class environment and the combination of individual and class affect the moral behavior of school students,thus providing reasonable suggestions for the cultivation of students’ moral behavior.This study selects prosocial behavior and aggressive behavior to represent two different types of moral behavior of students.Peer relationship and teacher-student relationship constitute class environment,and internalization identity and symbolization identity constitute moral identity.Through data analysis,the following conclusions are drawn:1.In terms of the moral identification of middle and high school students,their moral identification level is good,in which the internalization moral identity is significantly higher than the symbolization moral identity.2.As for the moral behavior of middle and high school students,they reported more prosocial behaviors and less aggressive behaviors.(1)From the perspective of prosocial behavior,idiosyncratic prosocial behavior performs best among the four types of behaviors.(2)In terms of aggressive behavior,students’ reactive aggressive behavior is significantly higher than proactive aggressive behavior.3.In terms of middle and high school students’ class environment,the class peer relationship and the teacher-student relationship are harmonious as a whole,and the teacher-student relationship score is significantly better than the peer relationship.4.Middle and high school students’ moral identity affects their moral behavior.The higher the moral identity,the more prosocial and less aggressive it is.5.Middle and high school students’ class environment affects their moral behavior.The better the peer relationship and teacher-student relationship,the more prosocial behaviors and the less aggressive behaviors they show.6.Middle and high school students’ class environment plays different roles in the influence of their moral identity on moral behavior.Specifically,moral identity positively affects their prosocial behavior,while class environment plays a protective role in the influence of moral identity on prosocial behavior.Moral identity negatively affects their aggressive behavior.Meanwhile,class environment has a strong protective effect on the impact of moral identity on aggressive behavior.