Self-Assessments of Moral Development Levels in Primary School Students in Relation to Their Sociopedagogical Characteristics

Abstract

Moral development in primary school students represents a fundamental aspect of their overall development, shaping how children understand the concepts of good, evil, justice, respect, and responsibility. During their primary school years, students undergo significant changes in their thinking, behavior, and social relationships, which are largely influenced by their immediate environment—family, school, peers, and the broader community. The goal of this study is to determine whether there is a difference in the level of moral development among students based on their socio-educational characteristics. These characteristics include the student's gender and the grade level they are attending.The research was conducted with a sample of 1,203 students from the eighth and ninth grades of primary schools in the city of Banja Luka. Data were collected using the Moral Development Level Scale (MDLS), which was specifically designed for the purpose of this research. The results revealed a statistically significant difference in favor of female students when it comes to self-assessment of their moral development level. While students in lower grades performed better, the differences were not statistically significant. These findings are important for guiding future educational practices and further studies on the moral development of children.Moral development in children plays a crucial role in their overall growth and maturation, influencing their ability to navigate social situations, interact with others, and make ethical decisions. As students transition through the primary school years, their moral reasoning becomes increasingly sophisticated, influenced by both internal factors, such as cognitive growth, and external factors, such as the values imparted by teachers, family members, and peers.The family plays an essential role in shaping the moral foundations of children, as it is the first environment where children learn the values and norms that guide their behavior. However, schools also serve as a critical context for moral development, providing students with opportunities to engage with peers from diverse backgrounds, resolve conflicts, and experience different perspectives. Teachers, as role models and facilitators of learning, are crucial in helping students navigate moral dilemmas and guiding them toward making responsible and ethical choices. The findings of this study have significant implications for the design of educational practices aimed at promoting moral development. Understanding the factors that influence moral growth in students, such as gender and grade level, can help educators tailor their approaches to better meet the needs of diverse student populations. Additionally, these results highlight the importance of continuing research in this area to better understand the complex processes involved in moral development and to identify effective strategies for supporting students' moral growth throughout their educational journey. In conclusion, moral development is a vital aspect of a child’s overall education and personal growth. The results of this study contribute valuable insights into how moral development can be influenced by various socio-educational factors and provide a basis for further research and educational practice aimed at fostering ethical values in children