성별, 학년별, 사회·경제적 배경과 도덕성 발달 수준과의 관계 = Relationship of Gender, Grade, Socio-economic Level and Morality Development Level

다국어 초록 (Multilingual Abstract)

This study was designed with an attempt to identify the developmental characteristics of morality in children and adolescence and to explore sociodemographic variables relating to the development of morality.
"My View"(by Kim, Sang-Yoon),which is regarded as a valid objective means of moral judgment, was selected as a measuring means and in segregating the social stratification parents' occupations and levels of education were considered
The subjects of the investigation were 4th and 6th grade elementary school students and those in 2nd grade middle school. All the schools are located in Dong rae Gu. Pusan, the collected data was based on 120 elementary students in 4 grade, 120 in 6th grade and 117 in middle school. The collected data had been done F test using with SPSS/PC+ .
Especially via the quantity analysis, the Scheffe´ method was used ta compare the groups (which shown the regardable difference by groups)
Findings of this study are as follows.
First, male-students' development of morality is generally higher than the level of female students. It is verified at a rate of 0.1％. It will be considered that the intellectual progress and emotional growth of juveniles is regardable. Female students are more rapid than the male students. So the moral development is more rapid with female students than the male students. It would be unscientific and erroneous to generalize from these results because the limit of region and numbers of an investigation. Partly it is revealed with the difference between the both sex.
Second, as the students grow, their morality tends to move to the higher level. Generally it was discovered that morality grows at a rate commensurate with that of age. This accords with the researched result by Kohlberg's and Rest's. Particularly the consequence with applied to compare each group by Scheffe´ method is resulted the regardable difference to all groups.
Third, the moral development also has the positive relationships with the social stratification. the lower their social or economic stratifications are, the lower their levels of moral development are and the higher their social or economic classes are, the higher their levels of moral development are. It shows that between social stratification and moral development there is correlation of 0.1％. Although this is different with the research of Baeck, Soon-Young(1992), which tells there's no relation between the social stratum and morality development over a middle school group. It is considered that the target student is a reflection of their parents.
According to the results of Kohlberg(1976), Noh, In-Seok(1997), occurs as a consequence of the difficulty in growing and socio-economic circumstances in the juvenile age group in elementary school.
After we looking at all the results, we attained the following conclusions. Morality development level is closely related ta intellectual and emotional growth levels. Female students' development is higher than male students' below an early adolescence age. And morality development level is different by groups of a grade. In particular, concern and guide are needed for the lower and middle classes.
Suggestions for applying the results of the research to education are as follows;
Morality development is hard 0 explain with several variable because it is made of dynamic and compound circumstances and human correlation like the other spheres' growth. So we have to regard the individual circumstances and immanent feature and the interrelation of morality development.
In terms of school education we should establish good moral surroundings. And we have to pursue valuable basis in this field. We have to refrain from using prejudice towards juveniles based on gender and social status. We must embrace the prospect that the juveniles that all can reach a level in morality development regardless of their gender or social status.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 취지 = 1
• 2. 연구의 목적 및 문제 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 도덕성의 개념 = 5
• 2. 도덕성 발달의 이론 = 9
• 3. 도덕성 측정 이론 = 25
• 4. 사회계층의 개념 및 구분 = 28
• 5. 도덕성 발달에 대한 선행 연구 = 32
• Ⅲ. 연구 방법 = 36
• 1. 연구의 대상 = 36
• 2. 조사의 도구 = 37
• 3. 자료 처리 = 39
• 4. 연구의 제한점 = 39
• Ⅳ. 결과 및 해석 = 40
• 1. 성별 변인에 따른 도덕성 발달 수준 = 40
• 2. 학년별 변인에 따른 도덕성 발달 수준 = 43
• 3. 사회 · 경제적 배경 변인별 도덕성 발달 수준 = 45
• Ⅴ. 논의 = 51
• Ⅵ. 요약 및 결론 = 53
• 참고문헌 = 57
• Abstract = 61
• 부록 = 64