Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/24196
Title: An Empirical Study on Chinese and American College Students’ Moral Value Recognition
Authors: Hailong, Zhu
Keywords: Empirical study
China
American
college students
moral
values
recognition
Issue Date: 2018
Publisher: Wydawnictwo Naukowe Instytutu Filozofii UAM
Citation: Ethics in Progress, Volume 9 (2018), Issue 1, pp. 118-127.
Abstract: This study used a self-designed questionnaire to empirically evaluate Chinese and American undergraduate students’ recognition of moral values in six dimensions: honesty, civility & self-discipline, benevolence, unity & helping others, esteem, and filial piety. In total, 743 valid samples from 8 Chinese universities and 157 valid samples from 4 American universities were collected for an experimental comparison. Measurement results showed that the differences between Chinese and American college students were not significant in the dimensions of honesty, benevolence, esteem, and filial piety. These values, which originated in traditional Chinese culture, had the same priorities in both groups, confirming a certain degree of universality. However, significant intergroup differences existed in the civility and self-discipline dimension and the unity and helping others dimension. These results highlight the importance of enhancing Chinese college students’ moral consciousness, especially with esteem, and of enhancing American students’ consciousness of unity and helping others.
Sponsorship: "This article was funded by The China national educational science’ Thirteenth 5 Years’ management 2018 project ”Great civilian and values recognition in new era”, No. BEA180114."
URI: http://hdl.handle.net/10593/24196
ISSN: 2084-9257
Appears in Collections:Ethics in Progress, 2018, Volume 9, Issue 1

Files in This Item:
File Description SizeFormat 
7 Zhu Hailong (Guangdong) An Empirical Study on Chinese.pdf463.66 kBAdobe PDFView/Open
Show full item record



This item is licensed under a Creative Commons License Creative Commons