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Response to moral choices as a function of self-esteem
Yong Dai1, Rebecca F Nolan, Barzanna White
1Department of Psychology, Louisiana State University in Shreveport, 71115-2399, USA.
Psychological Reports
|July 2, 2002
Summary
Higher self-esteem in middle school students correlates with better academic moral choices. Encouraging self-esteem can foster academic honesty among youth.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Moral Development
Background:
- Academic integrity is crucial for educational institutions.
- Understanding factors influencing students' moral decision-making is essential.
- Self-esteem may play a role in ethical behavior in academic settings.
Purpose of the Study:
- To examine the relationship between self-reported self-esteem and academic moral choices in middle school students.
- To determine if higher self-esteem is associated with making more ethical decisions in school-related scenarios.
Main Methods:
- 162 middle school students (Grades 6-8) participated.
- Participants completed the Coopersmith Self-esteem Inventory (School Form).
- Students responded to nine moral situations, including five school-related scenarios.
Main Results:
- A statistically significant relationship was found between self-esteem scores and moral choices in four of five school-related situations.
- Students with higher self-esteem were more inclined to make moral choices in academic contexts.
- The Coopersmith Self-esteem Inventory scores were predictive of academic moral decision-making.
Conclusions:
- Self-esteem is a significant factor in students' academic moral decision-making.
- Interventions aimed at boosting self-esteem may positively influence academic honesty.
- Promoting self-esteem is a viable strategy for supporting ethical conduct in schools.