Iklim sekolah dan perilaku prososial siswa reguler di sekolah inklusif: Bagaimana peran identitas moral sebagai mediator?
School climate and prosocial behavior of regular students in inclusive schools: What is the role of moral identity as a mediator?
Abstract
Previous studies have emphasized the influence of the school environment on students' prosocial behavior. However, few studies still concentrate on alternative mechanisms that contribute to developing students' prosocial behavior. This study aimed to investigate how moral identity plays a role as a mediator in the relationship between school climate and students' prosocial behavior in inclusive schools. A cluster random sampling technique was used to select participants. This study included 872 children attending inclusive schools in Surabaya City. The research instrument used a scale of moral identity (α=0.918), prosocial behavior (0.740), and school climate (0.889). Data were analyzed using structural equation modeling (SEM). The study's findings indicate a positive relationship between the overall school climate and the tendency of regular students in inclusive schools to engage in prosocial activities. This relationship is influenced by the role of moral identity as a mediator. These findings enhance our understanding of the importance of moral identity and have practical implications for intervention programs aimed at improving prosocial behavior among regular students in inclusive schools.
Downloads
References
Aldridge, J., & Ala’I, K. (2013). Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire. Improving Schools, 16(1), 47–66.
Aquino, K., & Americus, R. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83(6), 1423–1440. https://doi.org/10.1037/0022-3514.83.6.1423
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986 (23–28).
Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.
Bergman, R. (2004). Moral development, self, and identity. Psychology Press.
Berns, R. M. (2015). Child, family, school, community: Socialization and support. Cengage Learning.
Blasi, A. (1983). Moral cognition and moral action: A theoretical perspective. Developmental Review, 3(2), 178–210. https://doi.org/https://doi.org/10.1016/0273-2297(83)90029-1
Blasi, A. (1994). Its Role in Moral Functioning. Moral Development: Fundamental Research in Moral Development, (7)2, 168-79.
Boegershausen, J., Aquino, K., & Reed II, A. (2015). Moral identity. Current Opinion in Psychology, (12)6, 162–166.
Carlo, G., Mestre, M. V., Samper, P., Tur, A., & Armenta, B. E. (2010). Feelings or cognitions? Moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behaviors. Personality and Individual Differences, 48(8), 872–877. https://doi.org/10.1016/j.paid.2010.02.010
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 31–44. https://doi.org/10.1023/A:1014033032440
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(1), 252–261.
Diahwati, Rina., H., & Hanurawan, F. (2016). Keterampilan sosial siswa berkebutuhan khusus di sekolah dasar inklusi. Jurnal Pendidikan, 1, 1612–1620.
Dwi, A. W., Arifiana, I. Y., & Suroso. (2020). Persepsi Mengenai Inklusi & Perilaku Prososial Siswa Reguler di Sekolah Inklusi. Sukma: Jurnal Penelitian Psikologi, 1(1), 81–89.
Eisenberg, N. (2016). The development of prosocial values. In Social and Moral Values: Individual and Societal Perspectives
Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior.
Fatima, S., Dawood, S., & Munir, M. (2022). Parenting styles, moral identity and prosocial behaviors in adolescents. Current Psychology, 41(2), 902–910. https://doi.org/10.1007/s12144-020-00609-3
Finch, J. E., Akhavein, K., Patwardhan, I., & Clark, C. A. C. (2023). Teachers’ self-efficacy and perceptions of school climate are uniquely associated with students’ externalizing and internalizing behavior problems. Journal of Applied Developmental Psychology, 85, 101512.
Grewal, R., Cote, J. A., & Baumgartner, H. (2004). Multicollinearity and measurement error in structural equation models: Implications for theory testing. Marketing Science, 23(4), 519–529.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2014). Multivariate Data Analysis (Seven Edition). Pearson Education Limited.
Hall, C. S., Lindzey, G., & Campbell, J. B. (1998). Theories of personality. John Wiley & Sons Inc.
Hallinan, M. T. (2008). Teacher Influences on Students’ Attachment to School. Sociology of Education, 81(3), 271–283. https://doi.org/10.1177/003804070808100303
Hanurawan, F. (2017). The role of psychology in special needs education. Journal of ICSAR, 1(2), 2548–8600.
Hanurawan, F., Chusniyah, T., & Rahmawati, H. (2020). Developing a positive school climate to reduce aggression and cyber aggression of student in social media. 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), 538–544.
Hardy, S. A. (2006). Identity, reasoning, and emotion: An empirical comparison of three sources of moral motivation. Motivation and Emotion, 30(3), 205–213. https://doi.org/10.1007/s11031-006-9034-9
Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral Identity and Adolescent Prosocial and Antisocial Behaviors: Interactions with Moral Disengagement and Self-regulation. Journal of Youth and Adolescence, 44(8), 1542–1554. https://doi.org/10.1007/s10964-014-0172-1
Hart, D., Atkins, R., & Ford, D. (1999). Family influences on the formation of moral identity in adolescence: Longitudinal analyses. Journal of Moral Education, 28(3), 375–386. https://doi.org/10.1080/030572499103142
Hertz, S. G., & Krettenauer, T. (2016). Does Moral Identity Effectively Predict Moral Behavior?: A Meta-Analysis. Review of General Psychology, 20(2), 129–140. https://doi.org/10.1037/gpr0000062
Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
Johnston, M., & Krettenauer, T. (2011). Moral self and moral emotion expectancies as predictors of anti-and prosocial behaviour in adolescence: A case for mediation? European Journal of Developmental. https://www.tandfonline.com/doi/abs/10.1080/17405621003619945
Kanacri, B. P. L. (2017). Longitudinal Relations Among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents. Child Development, 88(4), 1100–1114. https://doi.org/10.1111/cdev.12863
Kochanska, G. (2002). Committed compliance, moral self, and internalization: a mediational model. Developmental Psychology, 38(3), 339–351. https://doi.org/10.1037/0012-1649.38.3.339
Krettenauer, T., & Hertz, S. (2015). What develops in moral identities? A critical review. Human Development, 58(3), 137–153. https://doi.org/10.1159/000433502
Kroger, J. (2007). Why Is Identity Achievement So Elusive? Identity, 7(4), 331–348. https://doi.org/10.1080/15283480701600793
Lestari, A. D. S., Murwani, F. D., Wardana, L. W., & Wati, A. P. (2024). Problems of Inclusive Learning in Fostering Entrepreneurial Motivation in Students with Disabilities: Systematic Literature Review (SLR). Journal of Educational Analytics, 3(2), 161–180.
Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74(7), 274.
Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children’s peer behavior. Journal of Applied Developmental Psychology, 32(5), 257–266. https://doi.org/10.1016/j.appdev.2011.02.010
Luo, Y., Ma, T., & Deng, Y. (2023). School climate and adolescents’ prosocial behavior: the mediating role of perceived social support and resilience. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1095566
McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146.
Mclaughlin, C., & Clarke, B. (2010). Relational matters: A review of the impact of school experience on mental health in early adolescence. www.nuffieldfoundation.org
Muallifah, M., Pali, M., Hitipeuw, I., & Sudgiono, S. (2020). The role of school climate and self-efficacy on student engagement in a junior high school in Malang. International Journal of Innovation, Creativity and Change, 13(2), 451–462.
Mu’ammar, M. A. (2017). Hate speech dan bullying pada anak berkebutuhan khusus (Studi Kasus di Sekolah Inklusi Model di Kabupaten Gresik). Jurnal Pendidikan Islam, 8(1), 2549–7146. http://journal.uhamka.ac.id/index.php/jpi
Murphy, J., & Torre, D. (2014). Creating productive cultures in schools: For students, teachers, and parents. Corwin Press.
Padilla-Walker, L. M., & Carlo, G. (2014a). The Study of Prosocial Behavior. In Prosocial Development (pp. 3–16). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0001
Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2003). Schools as communities: the relationships among communal school organization, student bonding, and school disorder. Criminology, 41(3), 749–778. https://doi.org/10.1111/j.1745-9125.2003.tb01003.x
Power, T. G. (2004). Stress and Coping in Childhood: The Parents’ Role.
Putri, D. M., & Arifiana, I. Y. (2023). Perilaku prososial siswa regular di sekolah inklusif: bagaimana peran persepsi iklim sekolah? PSYCHOPEDIA: Jurnal Psikologi Universitas Buana Perjuangan Karawang, 8(1), 1–13.
Ramadhani, A. N., & Arifiana, I. Y. (2023). Perilaku prososial siswa reguler di sekolah inklusi: Bagaimana peranan relasi guru–siswa? INNER: Journal of Psychological Research, 2(4), 616–625.
Ramli, M., Hanurawan, F., Hidayah, N., & Pali, M. (2016). Students’ well-being assessment at school. Journal of Educational, Health and Community Psychology, 5(1), 62–71.
Saleem, M., Barlett, C. P., Anderson, C. A., & Hawkins, I. (2017). Helping and hurting others: Person and situation effects on aggressive and prosocial behavior as assessed by the Tangram task. Aggressive Behavior, 43(2), 133–146.
Sperber, A. D. (2004). Translation and Validation of Study Instruments for Cross-Cultural Research. Gastroenterology, 126(1). https://doi.org/10.1053/j.gastro.2003.10.016
Szumski, G., Smogorzewska, J., & Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis. Research in Developmental Disabilities, 102. https://doi.org/10.1016/j.ridd.2020.103685
Uri, D., & Kim, H. (2013). Prosocial Behavior among Children With and Without Disabilities : Centering on Teacher’s Perception on the Teacher - Child Relationship. International Journal of Early Childhood Education, 19(2), 73–92.
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352.
Wang, Z., Xie, Z., & Li, C. (2024). How is School Climate Related to Adolescent Prosocial Behavior? A Moderated Mediation Analysis. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-024-00960-5
Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. Tools and Resources in Mathematics Teacher Education, 109–135.
Weiler, S. C., & Cray, M. (2011). Police at School: A Brief History and Current Status of School Resource Officers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(4), 160–163. https://doi.org/10.1080/00098655.2011.564986
Widayati, H. P., & Farida, I. A. (2022). Peran Kognisi Sosial dan Schadenfreude Terhadap Empati Pada Mahasiswa Universitas Negeri Malang. Jurnal Psikologi Integratif, 10(1), 88–102.
Winterich, K. P., Aquino, K., Mittal, V., & ... (2013). When moral identity symbolization motivates prosocial behavior: the role of recognition and moral identity internalization. Journal of Applied. https://psycnet.apa.org/getdoi.cfm?doi=10.1037/a0033177
Zeng, P., Zhao, X., Xie, X., Long, J., Jiang, Q., Wang, Y., Qi, L., Lei, L., & Wang, P. (2020). Moral perfectionism and online prosocial behavior: The mediating role of moral identity and the moderating role of online interpersonal trust. Personality and Individual Differences, 162. https://doi.org/10.1016/j.paid.2020.110017
Copyright (c) 2024 Isrida Yul Arifiana, Fattah Hanurawan, Imanuel Hitipeuw, Fulgentius Danardana Murwani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author who will publish the manuscript at Persona: Jurnal Psikologi Indonesia, agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, pre-prints sites or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater dissemination of published work
