اثربخشی آموزش مفاهیم اخلاق در خانواده به شیوه قصه گویی بر عاملیت اخلاقی و حساسیت اخلاقی دانش آموزان: پیگیری یک ماههه

The present study was conducted with the aim of investigating the effectiveness of teaching moral concepts in the family through storytelling on the moral agency and moral sensitivity of students. The current research was a semi-experimental study with a pretest-posttest-follow-up design and a control group. The statistical population of the research included all female students of the first year of high school in Maku city in the of 2021-2022 academic year. From this population, 40 people were selected by random cluster sampling and randomly replaced in two experimental and control groups. Data collection tools included the Moral Agency Scale (MAS) and Moral Sensitivity Scale (ESSQ). Data analysis was done using repeated measures analysis of variance in SPSS version 26. The findings of the research showed that the teaching of moral concepts in the family through storytelling led to a significant difference between the groups in moral agency (F=18.94, p=0.0001, h²=0.333) and moral sensitivity (F=41.10, p=0.0001, h²=0.520) and this effect was stable in the one-month follow-up stage (p≤0.01). According to the findings, it can be suggested that teaching the moral concepts in the family through storytelling can play an important role in improving the moral performance of students.
Keywords: teaching moral concepts, storytelling, moral agency, moral sensitivity.
 
 
 
 
 
 
 
 
 
 
 
 
 
Introduction
The field of morality has significantly expanded in recent decades, with the judgment-action gap emerging as one of its primary challenges. This gap occurs when individuals act contrary to moral values despite knowing the rightness or wrongness of their actions (DeTienne et al., 2021). Moral agency, as a key construct, describes the human capacity to make moral judgments and act according to social and personal values. According to Bandura’s social cognitive theory, moral agency mediates the relationship between moral reasoning and action through self-regulation, encompassing behavior monitoring, moral evaluation, and emotional self-reaction (Myers, 2016).  Moral sensitivity, another essential component of moral behavior, refers to the ability to perceive situations from a moral perspective and make appropriate decisions about the right course of action (Stephens, 2018). One effective method for teaching moral concepts is storytelling, which, due to its simplicity and appeal—especially for children and adolescents—has proven highly impactful in enhancing moral agency and moral sensitivity. Stories, by conveying moral messages, provide a foundation for deeper understanding of moral concepts and the development of cultural values. This approach, relying on empathy and understanding others’ reactions, helps children internalize family and societal values (Lind, 2016).  Research has shown that teaching moral concepts through storytelling can improve moral decision-making, moral judgment, and the development of traits such as responsibility, kindness, and patience. Given the increasing complexity and distortion of social and moral values in today’s society, which lead to behavioral and social problems among children and adolescents, teaching moral concepts may contribute to enhancing their behavioral and social performance (Krauss & Rahiem, 2020). Thus, this study aimed to address the question: Does teaching moral concepts within families through storytelling improve students’ moral agency and moral sensitivity?
Materials & Method
This study was conducted using a quasi-experimental design with a pretest-posttest-follow-up and a control group. The statistical population included first-grade female secondary school students in Maku city during the 2021–2022 academic year. A sample of 40 students was selected through cluster random sampling and assigned to experimental and control groups. The research instruments included the Ethical Sensitivity Scale Questionnaire (ESSQ) and the Moral Agency Scale (MAS), whose validity and reliability had been confirmed in previous studies. The experimental group participated in nine 60-minute sessions of family-based moral education through storytelling. Data were analyzed using repeated-measures ANOVA in SPSS version 26. Ethical considerations, including obtaining informed consent and maintaining confidentiality, were observed throughout all stages of the study.
Result & Discussion
This study aimed to evaluate the effectiveness of teaching moral concepts within families through storytelling on moral agency and moral sensitivity in first-grade female secondary school students in Maku. The findings indicated that storytelling-based moral education had a significant positive impact on enhancing students' moral agency and moral sensitivity, with this effect remaining stable in the one-month follow-up phase. Regarding moral agency, the method improved traits such as responsibility, forgiveness, and self-control, consistent with the findings of Hasanzadeh Viyayi and Navaei (2019), Pasupathi and Wainryb (2010), and Krauss and Rahiem (2020). In terms of moral sensitivity, the results showed enhancements in kindness, self-restraint, and fairness, aligning with the studies of Kim and Park (2019) and Koivula et al. (2020). These findings suggest that storytelling can effectively enhance adolescents' moral awareness and improve their social behaviors by creating an emotional and engaging environment. Additionally, this method provides moral role models and opportunities for imitation, helping adolescents develop a deeper understanding of their social and personal responsibilities. The study's limitations include its focus on female students and the use of convenience sampling. It is recommended that similar research be conducted with male students, across other educational levels, and using random sampling methods with long-term follow-ups. School counseling centers can adopt this approach to foster moral development and improve students' social functioning.
Conclusion
The results of the present study indicated that teaching moral concepts within the family through storytelling significantly improved students' moral agency and moral sensitivity, with these effects being sustained during the follow-up phase. These findings highlight the importance of using indirect educational methods, such as storytelling, to strengthen moral virtues, responsibility, and social skills in adolescents. Storytelling, as an effective tool, not only sparks adolescents' interest but also provides a foundation for the formation of moral role models and the enhancement of moral self-awareness. Additionally, teaching moral concepts through this method can have widespread effects on improving social interactions, boosting self-esteem, and promoting optimal adaptation in adolescents' personal and social lives. Therefore, the use of this educational approach in school and family educational programs is highly recommended.