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Procedia - Social and Behavioral Sciences 131 (2014) 465 469

WCETR 2013

Experimental Study of Students' Spiritual - moral Development

Zhiyenbayeva N.B. , Abdrakhmanova R.B. , Abdrakhmanov A.E. Tapalova O.B., Kassenova
Samal, Uaidullakyzy Elmira

 
  
 



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Abstract

The aim of the research is the study of moral behavior experience among teenagers. The object of the
research - teenagers. The control group - children, studying in Almaty high schools. Sample volume - 156 children.
In the research systemic, comparative and experimental approaches were applied. Research methods techniques for study moral behavior experience among teenage age children.
Issues that have been revealed:
l)The problem of multifactoral influence to a child during spiritual-moral development process;
2) As a result of the study, we have observed progress in the development of communication skills
among school children, as well as means of emotional
expression;
3) The
studies
have
shown
the
result
of
target-directed
pedagogical
work
with children in developing their potential, increase in creativity and self-esteem;
4)
Experience of moral behavior is a cumulate indicator, which is determined by all used diagnostic
(constative) methods in the experiment.
2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
2014 The Authors. Published by Elsevier Ltd.
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.
Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.
Keywords: spiritually-moral development, spiritual personality, spirituality, spiritual values, moral awareness, moral sensibleness.

Corresponding Author: Zhiyenbayeva N.B

E-mail: Zhiyenbayeva@gmail.com

1877-0428 2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license

(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.
doi:10.1016/j.sbspro.2014.04.149

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N.B. Zhiyenbayeva et al. / Procedia - Social and Behavioral Sciences 131 (2014) 465 469

1. Introduction
The Values and functions of secondary school in continuing education system doesn't consider other parts of
education, but includes unique value of child's personality formation and development. Psychologists have
found that it's a primary school age that is characterized by increased susceptibility to moral rules and assimilation
norms. This allows to lay in time the moral foundation of personality development. The core of education
which determines personality moral development in early school years is humanistic attitude formation and
children's relationship, reliance on feelings and emotional responsiveness. Pedagogical sense of work for, primary
school childrens' personality moral formation help them to move from basic conduction skills to higher level that is
required to make independent decisions and ethical choices. Success of this type of activity in forming the moral
character depends on teacher's literacy, methods diversity and children emotional response.
Moral development begins from student's learning and his familiarizing to spiritual values and needs. In
enculturation process a child internalizes moral experience to personal sense, transforms it to the content of his own
views, to his spiritual arsenal. Thus, spiritual development is overcoming it "yesterday" in the process of renovation
and ascents to the ideals, values, and their realization during the path of life. Spiritual development is found not
only in human desire to improve himself in moral terms, but also in understanding by his personality the purpose in
life. As we see, potential spiritual and moral teenager's development is as follows. So refer to the following schema
1.schema 1.Young people's potential spiritual and moral development

Spiritual personality
Spirituality
Degree of mastering the spiritual values
by personality, property of developed
personality consciousness, expressed in
its intellectual, creative and ethical
potentials

Spiritual development
Personality understanding of his own purpose in life,
aspiration to constant moral perfection
Spiritual potential disclosing

Spiritual needs
formation and
development

Pedagogical
conditions

Familiarizing to
spiritual values

Teenager

There have been created definite pedagogical conditions, the essence of which we'll describe later, as
a result teenager among communion to spiritual values and needs, takes ability to expand and develop his spiritual
and moral potential.

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N.B. Zhiyenbayeva et al. / Procedia - Social and Behavioral Sciences 131 (2014) 465 469

2. Methods
There should be noted that a man's spiritual development is the result and the most important aspect of
socialization, that is, his gradual and motivated inclusion in community life. This is a complex, multifactorial and
controversial process. Experimental work on organization of the students spiritual and moral potential included three
phases: theoretical, experimental and final search. A principal method for evaluating the work effectiveness, which
was carried out by students, became the analysis of a schoolboy knowledge and personality qualities. There was
compared obtained data from the initial and final sections, according to these criteria:
- moral knowledge and values orientations;
- moral choice orientation in everyday situations and conflicts (correlation between altruistic and selfish
reasons),
- self-realization (expressed, not expressed, some attempts);
- the level of moral awareness.
In the final stage of experimental work, obtained characteristics about the levels of pupils' spiritual and moral
development, the level does not allow to judge about great changes that have been taken place in young
peoples' minds after pedagogical work. The study discovered the problem of multi-factor influences affecting the
child. Necessary to pay attention to external factors that impact on adolescents - environment, school, family, as
well as internal - experience already gained by students, the internal settings, motives, changing child identity. All
this makes it difficult to work out scientific diagnose of students' content of spiritual and moral development. We
can't talk about big shifts and changes in adolescents' personality during short period of time, when educational
work is carried out. Do not forget that moral education does not give immediate results, as it is very complex,
multistep and multifactorial process, the results of which are not shown immediately, but in the period of time.
We can conclude that in a teenage team, because of organized studies about students' potential spiritual and
moral development gradually accumulates experience of moral relationships, forms a habit of moral self-control in a
communication, conflict prevention. In addition, adolescents become friendlier, they find a way out of conflict situations
faster and easier, behave better, less arguing with teachers.
As a result of our studies, there have been observed progress in development of communication skills among school
children, as well as means of emotional expression (see figure 1).
Figure 1 . Levels of emotional reactions of teenagers experimental group
Figure 1 . Levels of emotional reactions of teenagers exp

Before experiment

After experiment
positive emotional
reaction

positive emotional
reaction

neutral
emotional
reaction

neutral
emotional
reaction

negative
emotional
reaction

negative
emotional
reaction

According to the diagrams, it is seen, how gradually increases desire to move away from negative emotional
reactions by teenagers; there has been observed a tendency to resolve conflict-of-school situations peacefully. The studies
have shown that as a result of the target-directed pedagogical work with children to develop their potential there
increases creativity and self-esteem. Changes in spiritual development are also evident in the fact that students have
demonstrated the following:

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N.B. Zhiyenbayeva et al. / Procedia - Social and Behavioral Sciences 131 (2014) 465 469

Awareness about moral ideas;

Expression
of
higher
independence
in
the
way
of
solving
moral
problems;
- Desire to consider and predict the consequences of own acts;
- Positive personality moral orientation;
- Stability of ethical reflection;
- Raising the level of moral sensibleness.
Key indicators of positive dynamics, of conducted educational work, have been reflected in the table below:
Table 1 Data of teenagers' potential spiritual and moral development level

Criteria of teenagers'
development

Weak awareness
Satisfactory
Good

Number of students in%

Before
After experiment
experiment
67
56
23
27
10
17

Moral personality orientation

(tendency)

Negative
The unstable
Unstable

62
26
12

52
34
14

Level of moral sensibleness

A little realized
Fragmentary
High

59
34
7

55
37
8

Level
of
moral
(awareness)

moral

knowledge

Characteristics
of
development level

personality

The table shows that our contribution to teenagers' potential of spiritual and moral development most
visibly seen in increasing moral awareness among students. By the end of experimental work significantly has
increased the number of children with satisfactory level of moral knowledge, and, consequently, reduced the
number of students with weak moral awareness reduced. Remarkable, that the largest changes have been observed in
low level due to adolescents' transition to higher levels. Consider carefully these positive changes:

I cut
II cut

Results Figure 2 a low level of moral students' awareness; b - satisfactory moral awareness; c - good moral
awareness.
Above - mentioned phenomena can be described collectively as a moral experience obtained by teenagers as
a result of pedagogical work. In our opinion, experience of moral behavior can be reasonably called a dominant

N.B. Zhiyenbayeva et al. / Procedia - Social and Behavioral Sciences 131 (2014) 465 469

469

construct of moral educated personality. In moral experience the expression of formed moral consciousness,
knowledge about moral qualities and moral standards and the ability to make decisions in situations of of the
study teenagers moral sensibleness in experimental group moral choice (resolve conflict episodes with moral
context) is revealed. Experience of moral behavior is a cumulate indicator, which is determined by all used
diagnostic (constative) methods in the experiment. Undoubtedly, studies about development of spiritual and moral
potential must build appropriate to children's age psychological characteristics. Considering that adolescents have
developed the need to be noticed especially in the team, it is necessary to show them how to change for better,
good discipline and study perceived by friends, teachers and help to take their right place in the team. At this age
it's particularly important to develop student's faith, a sense of self-respect, after lessons about spirituality and
morality were given. A teacher should explain teenagers how the self-study brings positive changes to
knowledge, broadens horizons and improves overall culture, read excerpts from books about famous culture
figures, how they worked from childhood on themselves. Convincing kids by word, a teacher will achieve success in
the pedagogical communication. Most significant in the organization the spiritual and moral education is a teacher's
ability to "see" attitudes, to observe children's behavior, identifying hidden moral sense in it. The attitude is
reflected in their eyes, in replica, in act, the facial expressions, gestures and emotions. A teacher's personality
constantly works on a student morality. A teacher educates a student primarily by serious training for
conversation, his masterful execution, high behavior culture, neat clothes, accurate speech, timely start and end of
the lesson, willingness to stay and explain inexplicably Valued teacher's behavior manner, his benevolence, honesty,
tact in relations with other people.
Thus, for the development of adolescents' spiritual and moral potential, not only pupil's activities, but
teacher's personality is important. A student may become the subject of religious education, if his cognitive
activity is morally oriented and different situations in which he is an actor, always has been resolved in conformity
with moral principles.
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