The Effectiveness of Teaching Philosophy for Children’s Moral Identity with a Moderating Role of Emotional Self-Regulation

Document Type : Original Article

Authors

1 Ph.D. student in Educational Psychology, Tabriz University, Tabriz, Iran.

2 Professor, Department of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran

3 Associate Professor, Department of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran

10.22091/jrim.2025.11504.1112

Abstract

The purpose of this study was to examine the impact of philosophy education for children on moral identity, specifically in relation to emotional self-regulation. The research method used a semi-experimental design with a pre-test-post-test design and a control group. The study involved female first-year high school students in Khoy, and a sample size of 76 participants was selected through multi-stage cluster sampling. To ensure proper sample selection, a screening process was conducted using the emotional self-regulation questionnaire in five selected schools. From those schools, 36 participants with high emotional self-regulation scores and 36 with low scores were randomly selected. Among these, 19 participants with high emotional self-regulation and 19 with low self-regulation were assigned to the experimental group, while the control group consisted of 19 participants with high emotional self-regulation as well as 19 with low self-regulation.
The educational intervention for the experimental group included exposure to a series of Iranian stories with philosophical themes from Mevlana's Masnavi and Attar's Manteq-alTir. These sessions lasted for 15 hours, with each session lasting one hour.
In this study, two questionnaires were used: the emotional self-regulation questionnaire developed by Hoffman and Kashdan (2010) and the moral identity questionnaire developed by Aquino and Reed (2002). The data were analyzed using univariate and multivariate (factorial) covariance analysis.
The results indicated that philosophy education for children positively influenced moral identity and its components, independent of emotional self-regulation. However, the levels of emotional self-regulation (high and low) did not moderate the effects of philosophy education for children on moral identity and its components.

Highlights

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Qaidi, Y. (2004). Philosophy education program for children, examination of theoretical foundations. Tehran: Devavin Publications [In Persian].

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Erikson, E. (1964). Insight and responsibility. New York: Norton.

Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self-regulation. Journal of Youth and Adolescence, 44(8), 1542-1554.

Hardy, S. A., & Carlo, G. (2011b). Moral identity: What is it, how does it develop, and is it linked to moral action? Child Development Perspectives, 5(3): 212- 218.

Hofmann, S.G. & T.B. Kashdan (2010). “The Affective Style Questionnaire: Development and Psychometric Properties”. Journal of Psychopathology and Behavioral Assessment, 32(2), 255-263.

Huberty, C. J. (2002). A history of effect size indices. Educational and Psychological measurement, 62(2), 227-240.

Jalilian, S., Azimpour, A., Jalilian, F. (2015). The effectiveness of the philosophy education program for children on the development of problem solving ability and moral judgment in students. Educational Research. 32, 80-101.

Kline, R. (2016). Data preparation and psychometrics review. Principles and practice of structural equation modeling (4th ed). New York, NY: Guilford, 64-96.‏

Lapsley, D. K., & Narvaez, D. (2004). A social–cognitive approach to the moral personality. In Moral development, self, and identity (pp. 201-224). Psychology Press.

Lemos, M. S. (1999). Students’ goals and self-regulation in the classroom. International journal of educational research, 31(6), 471-485.

Levinson, D. J. (1986). A conception of adult development. American psychologist, 41 (1), 3-13.

Lipman, M, A. M. Sharp, & F. S. Oscanyan (1980). Philosophy in the Classroom, Philadelphia: Temple University Press.

Lipman, M. (1988). Critical thinking, what can it be? Journal of Educational leadership, 46(1), 38-43.

Lipman, M. (1997). Philosophical discussion plans and exercises. Critical and Crative thinking. Birmingham: Imaginative Minds. 1-17.

Lipman, M. (1980). Philosophy in the Classroom, Temple University Press.

Lipman, M., & Sharp, A. M. (1976). Ethical inquiry: An instructional manual to accompany Lisa. Upper Montclair, New Jersey: IAPC.

Miles, J. & Banyard, P. (2007). Understanding and Using Statistics in Psychology: A Practical Introduction. London: SAGE.

Mirmehdi, S. R.; Shafii, H; Amini, H. R. (2019). Investigating the effectiveness of the philosophy program for children on moral reasoning and social adjustment of students[Master's thesis, Golpayegan Payam Noor University]. [In Persian]

Mohammadi, H; Naji, S. (2016). The concept of philosophy in late Wittgenstein and Lippmann. Thinking and the child. 1, 15-36. [In Persian]

pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.

Patterson, C. (2019). Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation. In Enacted Personal Professional Learning, 69-81

Petitfils, B. M. (2021). Seduction and scissiparity: The American crisis of adolescent identity. Educational Philosophy and Theory, 1-11.

Reed, R. (1992). Cultural pedagogy. Analytic Teaching, 12(2).

Rostami, K; Mofidi, F; Fayaz, A. (2013). Comparison of the effect of Philip Kam and Morteza Khosronjad's intellectual stories on the development of creativity in children of the preparatory course of Tehran in the academic year of 2009-2010. Children's Literature Studies, Shiraz University. 5(1), 49-72. (In Persian]

Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner's guide to research methods and IBM SPSS. Watertree Press LLC.

Karimzadeh, S. (2009). A comparative study of the relationship between the indicators of moral education (moral judgment and moral behavior) with the components of self-perception in normal adolescents and those with behavioral problems. Islamic Education. 6(3), 123-160. [ In Persian]

Spinrad, T. L., Stifter, C. A., Donelan‐McCall, N., & Turner, L. (2004). Mothers’ regulation strategies in response to toddlers’ affect: Links to later emotion self‐regulation. Social Development, 13(1), 40-55.

Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd Ed). Mahwah, NJ: Lawrence Erlbaum.

Vahedi, Sh. (2018). Advanced analysis of quantitative data in behavioral sciences. Tehran: Rosh Farhang Publications. [ In Persian]

Winterich, K.P., Aquino, K., Mittal, V. & Swartz, R. (2013). When moral identity symbolization motivates prosocial behavior: the role of recognition and moral identity internalization. Journal of Applied Psychology, 98(5), 759.

Worley, P. (2016). Philosophy and children. The Philosophers' Magazine, (72), 120-119.

Keywords

References

Allen, P., & Bennett, K. (2008). SPSS for the health & behavioural sciences.
Aquino, K., Freeman, D., Reed, A., Lim, V. K. G., & Felps, W. (2009). Testing a ocial cognitive model of moral behavior: The interactive influence of situations and moral identity centrality. Journal of Personality and Social Psychology, 97, 123-141.
Aquino, K., & Reed, A. (2002). The Self-Importance of Moral Identity. Journal of Personality and Social Psychology, 83(6), 1423–1440.
Badri-Gargari, R., & Navidian, A. (2014). Investigating the effect of education on moral judgment and emotional self-efficacy of students. Philosophy and children. 11, 95-106. (In Persian]
Bubnova, I. S., Tatarinova, L. V., Rerke, V. I., Balabina, N. M., Zhigalova, O. V., Kurbanov, R. A., & Cherekhovskaya, L. S. (2020). Study of gender identity features in adolescent orphan girls: Russian view. Journal of Environmental Treatment Techniques, 8(4), 1309.
Blasi, A. (1983). The development of identity: some implications for moral functioning. In G. G. Noam & T. E. Wren. (Eds.), 99-123.
Fuladi, A., & Shahraki, F. (2022). The relationship between moral identity and emotional regulation with social adjustment of female students of first secondary school in Golbahar city. Master's thesis. Faculty of Management and Human Sciences, Taban Institute of Higher Education [ In Persian].
Jokar, B., & Haqnegahdar, M. (2015). The relationship between moral identity and academic dishonesty: Examining the moderating role of gender. Journal of Studies in Learning and Instruction, 8(2), 162-143 [In Persian].
Omidian, M. (2009). Identity from the point of view of psychology. Yazd: Yazd University Press [In Persian].
Qaidi, Y. (2007). The possibility of teaching philosophy to children: the challenge of the concept of philosophy. Curriculum studies. (7), 61-94. [In Persian]
Qaidi, Y. (2009). Teaching philosophy to children, examining the theoretical foundations. Tehran: Devavin Publications [In Persian].
Qaidi, Y. (2004). Philosophy education program for children, examination of theoretical foundations. Tehran: Devavin Publications [In Persian].
Garnefski, N., Kraaij, V., & Spinhoven, P. (2005). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual differences, 60(8): 5617-5655.
Erikson, E. (1964). Insight and responsibility. New York: Norton.
Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self-regulation. Journal of Youth and Adolescence, 44(8), 1542-1554.
Hardy, S. A., & Carlo, G. (2011b). Moral identity: What is it, how does it develop, and is it linked to moral action? Child Development Perspectives, 5(3): 212- 218.
Hofmann, S.G. & T.B. Kashdan (2010). “The Affective Style Questionnaire: Development and Psychometric Properties”. Journal of Psychopathology and Behavioral Assessment, 32(2), 255-263.
Huberty, C. J. (2002). A history of effect size indices. Educational and Psychological measurement, 62(2), 227-240.
Jalilian, S., Azimpour, A., Jalilian, F. (2015). The effectiveness of the philosophy education program for children on the development of problem solving ability and moral judgment in students. Educational Research. 32, 80-101.
Kline, R. (2016). Data preparation and psychometrics review. Principles and practice of structural equation modeling (4th ed). New York, NY: Guilford, 64-96.‏
Lapsley, D. K., & Narvaez, D. (2004). A social–cognitive approach to the moral personality. In Moral development, self, and identity (pp. 201-224). Psychology Press.
Lemos, M. S. (1999). Students’ goals and self-regulation in the classroom. International journal of educational research, 31(6), 471-485.
Levinson, D. J. (1986). A conception of adult development. American psychologist, 41 (1), 3-13.
Lipman, M, A. M. Sharp, & F. S. Oscanyan (1980). Philosophy in the Classroom, Philadelphia: Temple University Press.
Lipman, M. (1988). Critical thinking, what can it be? Journal of Educational leadership, 46(1), 38-43.
Lipman, M. (1997). Philosophical discussion plans and exercises. Critical and Crative thinking. Birmingham: Imaginative Minds. 1-17.
Lipman, M. (1980). Philosophy in the Classroom, Temple University Press.
Lipman, M., & Sharp, A. M. (1976). Ethical inquiry: An instructional manual to accompany Lisa. Upper Montclair, New Jersey: IAPC.
Miles, J. & Banyard, P. (2007). Understanding and Using Statistics in Psychology: A Practical Introduction. London: SAGE.
Mirmehdi, S. R.; Shafii, H; Amini, H. R. (2019). Investigating the effectiveness of the philosophy program for children on moral reasoning and social adjustment of students[Master's thesis, Golpayegan Payam Noor University]. [In Persian]
Mohammadi, H; Naji, S. (2016). The concept of philosophy in late Wittgenstein and Lippmann. Thinking and the child. 1, 15-36. [In Persian]
pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Patterson, C. (2019). Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation. In Enacted Personal Professional Learning, 69-81
Petitfils, B. M. (2021). Seduction and scissiparity: The American crisis of adolescent identity. Educational Philosophy and Theory, 1-11.
Reed, R. (1992). Cultural pedagogy. Analytic Teaching, 12(2).
Rostami, K; Mofidi, F; Fayaz, A. (2013). Comparison of the effect of Philip Kam and Morteza Khosronjad's intellectual stories on the development of creativity in children of the preparatory course of Tehran in the academic year of 2009-2010. Children's Literature Studies, Shiraz University. 5(1), 49-72. (In Persian]
Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner's guide to research methods and IBM SPSS. Watertree Press LLC.
Karimzadeh, S. (2009). A comparative study of the relationship between the indicators of moral education (moral judgment and moral behavior) with the components of self-perception in normal adolescents and those with behavioral problems. Islamic Education. 6(3), 123-160. [ In Persian]
Spinrad, T. L., Stifter, C. A., Donelan‐McCall, N., & Turner, L. (2004). Mothers’ regulation strategies in response to toddlers’ affect: Links to later emotion self‐regulation. Social Development, 13(1), 40-55.
Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd Ed). Mahwah, NJ: Lawrence Erlbaum.
Vahedi, Sh. (2018). Advanced analysis of quantitative data in behavioral sciences. Tehran: Rosh Farhang Publications. [ In Persian]
Winterich, K.P., Aquino, K., Mittal, V. & Swartz, R. (2013). When moral identity symbolization motivates prosocial behavior: the role of recognition and moral identity internalization. Journal of Applied Psychology, 98(5), 759.
Worley, P. (2016). Philosophy and children. The Philosophers' Magazine, (72), 120-119.
Journal of research in instructional methods
Volume 2, Issue 4 - Serial Number 8
February 2025
Pages 46-60

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History

  • Receive Date: 20 October 2024
  • Revise Date: 15 December 2024
  • Accept Date: 08 February 2025

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