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This study is of moral development in young children, with a focus on justice as fairness, a term appropriate to the life experience of three- and four-year-old children. The subjects were twenty-eight children attending two groups in a preschool centre (sessional kindergarten), eighteen female and ten male. The ages ranged from three years four months to four years eight months at the commencement of the study. The children were studied for one year at their kindergarten. Five problem areas were explored: (1) moral reasoning; (2) behaviour in peer conflict interactions; (3) relationship between moral reasoning in response to hypothetical dilemmas and behaviour in real-life conflicts;(4) construction of an instrument to describe and measure early moral reasoning and behaviour; (5) moral education within a preschool setting. Semi-structured interviews using Kohlberg-type dilemmas, and naturalistic observations of spontaneous social interactions in free play situations, were the methods used. Pretest and post-test interviews and observations were six months apart. Teachers of one group of children participated in a moral education project which included a process for using naturally-occurring peer conflict in the kindergarten to facilitate moral development.

The main aim of this PhD research was to explore the cultural differences in moral judgment, moral behaviour, moral identity, and cultural values between Saudi Arabia and United Kingdom. Furthermore, I was interested in the psychological factors affecting morality in those two cultures. The first study aimed to achieve the following objectives: to understand people’s moral judgment in Saudi Arabia and the UK, to investigate whether and how personality traits and cultural values affect moral judgment in five moral foundations (harm avoidance, justice, ingroup, authority, purity), and to investigate whether personality traits and cultural values are related differently or similarly across Saudi and UK cultures. The findings of the study revealed that Saudi and British participants differed with regard to their foundation-specific moral judgments. Saudi participants were more likely to endorse moral foundations in the domains of intergroup relations, authority, and purity. However, there were no cross-cultural differences in the domains of harm avoidance and justice. Moreover, the results showed that the effect of personality traits and cultural values on morality varied. Harm and fairness foundations were predicted by personality traits while ingroup, authority, purity foundations were predicted by values. The second study investigated whether foundation-related moral behaviour was affected by moral judgment and people’s moral identity in a cross-cultural context comparing adults from the UK and Saudi Arabia. Findings of this study resulted in no cross-cultural differences between the two samples concerning moral judgment in the care and justice foundations. Furthermore, no cultural differences were found between the two samples concerning moral behaviour in the five foundations. In addition, moral identity mediated the relationship between moral judgment and allocations in the dictator game. The third study investigated the relationship between (dis-) honest behaviour, moral judgment and moral identity in two different cultures, namely Saudi Arabia and the UK. It has been found that there are no statistically significant differences in honest behaviour between Saudi Arabia and the UK. Furthermore, deception was not predicted or correlated significantly with any of the five foundation-specific moral judgments across both cultural samples. However, culture moderated the relationship between deception and moral judgment in harm and authority moral foundations. Additionally, moral sensitivity did not mediate the relationship between moral judgments and dishonesty. The forth study explored the link between moral foundation violations (harm, justice, ingroup, authority, and purity) and anger, disgust, sadness, apathy, guilt, contempt, shame, resentment, and embarrassment emotions. Findings showed that the violations of harm, and justice foundations triggered anger and Violations of purity foundation triggered disgust. The results show no cultural differences in the assignments of the violations made by both samples. Saudi and UK participants’ classifications were in agreement with the original classifications of the 40 violations by Graham et al. (2009). However, we found cross-cultural differences in the relationship between emotions and moral foundation violations.

Humans express complex moral behaviour, from altruism to antisocial acts. The investigationof the neural and cognitive mechanisms underlying our moral minds is of profoundimportance for understanding these behaviours. By reviewing recent findings in cognitive andmoral neuroscience, along with other relevant areas of research, the current study aims to: (1)Investigate the neural correlates of moral intuition and moral reasoning, and see how thesetwo systems relate to moral judgement and moral behaviour. (2) Examine how the moralintuitive system and the moral reasoning system relate to one another. Neuroscientificevidence suggests that these two systems are supported by different areas in the brain. Whiletheir relationship is argued to be both sequential, integrative and competitive, evidenceindicates that the moral reasoning system primarily functions as a post hoc rationalization ofour intuitive-driven judgements and behaviours. While our moral intuitive system motivateskin altruism, both moral intuition and moral reasoning serve to uphold reciprocal altruism.

Thesis (MCom)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : This study investigated the growing phenomenon of counterproductive work behaviour, and how personality and integrity affects this. It was deemed important to establish what contributes to counterproductive work behaviour. The aim of this study was to develop a new ethical integrity test and to investigate existing relationships between constructs that play a significant role in behavioural integrity. These constructs include honesty, conscientiousness, and counterproductive work behaviour. This study was therefore undertaken to develop an ethical integrity test and to determine the initial construct validity of the new test. Based on existing literature, a theoretical model depicting how the different constructs are related to one another was developed and various hypotheses were formulated. Data for the purpose of the quantitative study were collected by means of an electronic web-based questionnaire. A total of 318 completed questionnaires were returned. The final questionnaire comprised the newly developed ethical integrity test, HEXACO Personality Inventory-Revised (HEXACO-PI-R), and the Interpersonal and Organisational Deviance Scale. The postulated relationships and the conceptual model were empirically tested using various statistical methods. Reliability analysis was done on all the measurement scales and satisfactory reliability was found. The content and structure of the measured constructs were investigated by means of confirmatory factor analyses. The content and structure of the newly developed Ethical Integrity Test was also investigated by means of exploratory factor analysis. The results indicated that reasonable good fit was achieved for all the refined measurement models. Subsequently, Structural Equation Modelling (SEM) was used to determine the extent to which the conceptual model fitted the data obtained from the sample and to test the hypothesised relationships between the constructs. The results indicated positive relationships between honesty and ethical integrity; conscientiousness and ethical integrity; and conscientiousness and honesty. Furthermore, the results indicated negative relationships between ethical integrity and counterproductive work behaviour; as well as honesty and counterproductive work behaviour. The present study contributes to existing literature on counterproductive work behaviour by providing insights into the relationships between honesty, conscientiousness, ethical integrity. This study developed an Ethical Integrity Test based on recent ethics literature. Preliminary evidence of reliability and construct validity for the Ethical Integrity Test was found. The limitations and recommendations present additional insights and possibilities that could be explored through future research studies. / AFRIKAANSE OPSOMMING : Hierdie studie ondersoek die groeiende verskynsel van teenproduktiewe gedrag in die werksomgewing en hoe persoonlikheid en integriteit dit beïnvloed. Dit was dus belangrik om vas te stel wat tot teenproduktiewe werksgedrag bydra. Die doel van hierdie studie was om 'n etiese integriteitstoets te ontwikkel en bestaande verwantskappe tussen konstrukte wat 'n beduidende rol in teenproduktiewe werksgedrag speel, te ondersoek. Hierdie konstrukte sluit eerlikheid, konsensieusheid en integriteit in. Hierdie studie is dus uitgevoer om meer duidelikheid oor hierdie aspekte te verkry, sowel as om ‘n etiese integriteitstoets te ontwikkel. ‘n Teoretiese model wat voorstel hoe die verskillende konstrukte aan mekaar verwant is, is op grond van die navorsing oor die bestaande literatuur ontwikkel. Verskeie hipoteses is hiervolgens geformuleer. Data vir die doel van die kwantitatiewe studie is deur middel van ‘n elektroniese web-gebaseerde vraelys ingesamel. ‘n Totaal van 318 voltooide vraelyste is terug ontvang. Die finale vraelys is uit drie subvraelyste saamgestel, naamlik die nuut ontwikkelde etiese integriteitstoets, HEXACO Personality Inventory-Revised (HEXACO-PI-R), en die Interpersonal and Organisational Deviance Scale. Die gepostuleerde verwantskappe en die konseptuele model is empiries met behulp van verskeie statistiese metodes getoets. Betroubaarheidsanalise is op die betrokke meetinstrumente uitgevoer en voldoende betroubaarheid is gevind. Die inhoud en die struktuur van die konstrukte wat deur die instrumente gemeet is, is verder deur middel van verkennende en bevestigende faktorontledings ondersoek. Die resultate het redelike goeie passings vir al die hersiene metingsmodelle getoon. Daarna is struktuurvergelykingsmodellering (SVM), gebruik om te bepaal tot watter mate die konseptuele model die data pas, en om die verwantskappe tussen die verskillende konstrukte te toets. Die resultate het positiewe verwantskappe tussen eerlikheid en etiese integriteit; konsensieusheid en etiese integriteit; asook konsensieusheid en eerlikheid getoon. Die resultate het verder negatiewe verwantskappe tussen etiese integriteit en teenproduktiewe werksgedrag; asook eerlikheid en teenproduktiewe werksgedrag getoon. Hierdie studie dra by tot die bestaande literatuur betreffende teenproduktiewe werksgedrag, deurdat dit insig bied in die aard van die verwantskappe tussen die konstrukte. ‘n Etiese Integriteit Toets is ontwikkel gebasseer op onlangse etiek literatuur. Voorlopige bewyse van betroubaarheid en konstruk geldigheid is bewys in hierdie studie. Die beperkings en aanbevelings van die studie dui op verdere insigte en moontlikhede wat in toekomstige navorsing ondersoek kan word.

This thesis addresses three themes relating to climate change. The first is which types of fossil fuel to leave in the ground when they can differ in both their extraction cost and emissions rate. The analysis shows that without resource constraints there will always be use of at least one fossil fuel in the steady-state. With exhaustion constraints, any fossil fuel that has a lower extraction cost than the marginal cost of the backstop will be extracted in finite time regardless of the emissions rate. The only environmental consideration is the timing of extraction rather than leaving fossil fuel stock in the ground forever. The second theme is how altruistic concern of individuals for the well-being of others influences the socially optimal consumption levels and optimal emissions tax in a global context. If individuals have altruistic concern but believe that their consumption is negligible, they will not change their behaviour. However, non-cooperative governments maximising domestic welfare will internalise some of the damage inflicted on other countries depending on the level of altruistic concern individuals have and the cooperative optimum also changes as altruism leads individuals to effectively experience damage in other countries as well as the direct damage to them. Still, for behaviour to change, individuals need to make their decisions in a different way. The third chapter develops a new theory of moral behaviour whereby individuals balance the cost of not acting in their own self-interest against the hypothetical moral value of adopting a Kantian form of behaviour, asking what would happen if everyone else acted in the same way as they did. If individuals behave this way, then altruism matters and it may induce individuals to cut back their consumption. But nevertheless the optimal environmental tax is exactly the same as the standard Pigovian tax.

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

This study deals with the problem of moral development discontinuity prevalent in today's multicultural societies. Black adolescents are confronted by many obstacles in their situatedness in the home, school and society. It has been revealed that the black adolescent in the multicultural situation is exploited, dehumanised and exposed to impersonal situations when he should be offered moral guidance and challenging moral dilemmas in order to develop his moral sense, however he is consequently reduced to an object that is tossed to and fro by his fellow human beings. The black adolescent, it has been shown, needs his fellow human beings, as transmitters of moral values to help him to achieve a moral-self. This study examines the three multicultural situations, the home, the school and the society and shows that morals are not inherited but acquired through mutual contact. The acquisition of morals manifests itself under conditions characterised by respect, modelling, imitation, indoctrination, reward and punishment, conformity, loyalty, communication, exemplification, socialisation, experience and learning as determined by the home, school and society. It was also found that in their acquisition of morals in a multicultural society, black adolescents experience confusion brought about by the cultural differences of their society. \\!hat they previously regarded as the right thing to do in their cultural background receives negative responses in the multicultural situation. It was further found that black adolescents in a multicultural situation are not provided with sufficient opportunities to participate meaningfully in moulding their new moral environment. The multicultural environment is cold and unfriendly, as a result black adolescents are barred from expanding and anchoring themselves in their new situation to face the challenges confronting them with confidence. The empirical research revealed that in the home parents are too busy with their professional upgrading and the positions they hold at work to bother about the moral upbringing of their children. In school teachers emphasise scholastic achievement above moral development. The society does not provide black adolescents with moral role models to imitate. Society has become to technocratic, with devices such as the TV, radio, Internet and video games, to guide black adolescents in their moral intemalisation. / Psychology of Education / D. Ed. (Psychology of Education)

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

This study deals with the problem of moral development discontinuity prevalent in today's multicultural societies. Black adolescents are confronted by many obstacles in their situatedness in the home, school and society. It has been revealed that the black adolescent in the multicultural situation is exploited, dehumanised and exposed to impersonal situations when he should be offered moral guidance and challenging moral dilemmas in order to develop his moral sense, however he is consequently reduced to an object that is tossed to and fro by his fellow human beings. The black adolescent, it has been shown, needs his fellow human beings, as transmitters of moral values to help him to achieve a moral-self. This study examines the three multicultural situations, the home, the school and the society and shows that morals are not inherited but acquired through mutual contact. The acquisition of morals manifests itself under conditions characterised by respect, modelling, imitation, indoctrination, reward and punishment, conformity, loyalty, communication, exemplification, socialisation, experience and learning as determined by the home, school and society. It was also found that in their acquisition of morals in a multicultural society, black adolescents experience confusion brought about by the cultural differences of their society. \\!hat they previously regarded as the right thing to do in their cultural background receives negative responses in the multicultural situation. It was further found that black adolescents in a multicultural situation are not provided with sufficient opportunities to participate meaningfully in moulding their new moral environment. The multicultural environment is cold and unfriendly, as a result black adolescents are barred from expanding and anchoring themselves in their new situation to face the challenges confronting them with confidence. The empirical research revealed that in the home parents are too busy with their professional upgrading and the positions they hold at work to bother about the moral upbringing of their children. In school teachers emphasise scholastic achievement above moral development. The society does not provide black adolescents with moral role models to imitate. Society has become to technocratic, with devices such as the TV, radio, Internet and video games, to guide black adolescents in their moral intemalisation. / Psychology of Education / D. Ed. (Psychology of Education)