Education for the Rights, Obligations and Responsibilities of Future Teachers

Cilj je ovoga istraživanja bio ispitati odnose emocije gađenja prema situacijama kršenja pravila s učestalošću povreda prava i obveza u studentica. Povrede su prava i obveza javno dostupne i određene pravnim aktom o stegovnoj odgovornosti studenata sveučilišta. Dobrovoljno su i anonimno sudjelovale studentice 3. i 4. godine petogodišnjega Učiteljskoga studija (N = 64). Korištena je hrvatska adaptacija Skale gađenja u trima domenama (subskala gađenja u moralnoj domeni; Ćubela-Adorić i Jakšić, 2020), za potrebe ovoga istraživanja sastavljen je inventar lakših i teških povreda studentskih prava i obveza u skladu s postojećim pravnim aktom te skup pitanja o obilježjima uzorka (prosjek ocjena, dob, materijalni status, završena srednja škola). Rezultati korelacijske i regresijske analize potvrđuju prediktivnu valjanost subskale i statistički značajnu negativnu povezanost emocije gađenja prema lakšim i teškim povredama s učestalošću ukupnoga sudjelovanja studenata u eksplicitno i pravnim aktom definiranim tim istim povredama prava i obveza (npr., varanje na ispitu, obmanjivanje, krivotvorenje potpisa i dokumenata, itd.), rs(64) = –.36, p = .003. To znači da se ukupno petina varijance razlika 21.22% (R = 0.461) u učestalosti svih vrsta povreda može objasniti a) razlikama studenata u (većem) gađenju prema takvom ponašanju (15.70%), i b) dodatnim, samostalnim doprinosom (višega) prosječnoga ukupnoga dosadašnjega studijskog uspjeha (5.52%). S obzirom da se radi o vrlo specifičnoj skupini sudionica – budućim učiteljicama sukcesivnih naraštaja djece u srednjem djetinjstvu – rezultati su interpretirani u skladu s utjecajem osobne sklonosti kršenju prava i obveza te kontinuiteta i stabilnosti u interindividualnim razlikama u razvoju ličnosti i njenom utjecaju na druge. Zaključno, ovim se istraživanjem ukazuje na važnost uloge emocije gađenja u predviđanju i oblikovanju moralnoga ponašanja, u kulturi, u komunikaciji usmjerenoj zaštiti prava i odgovornosti (npr., Gadi mi se neznanje, nehumanost, neumjerenost, itd.) te odgoja i obrazovanja za građanske vrijednosti i aktivno zauzimanje za pravednost.This research explored the relationship between the emotion of disgust towards rule-breaking acts and the frequency of violations of rights and obligations in female students. Types of violations of rights and obligations are publicly determined by the legal act on the disciplinary liability of university students. Female students of the 3rd and 4th year of the five-year Teacher's Study (N = 64) participated voluntarily and anonymously. The Croatian adaptation of the Scale of Disgust in three domains was used (subscale of disgust in the moral domain; Ćubela-Adorić and Jakšić, 2020), and an inventory of minor and severe violations of student rights and obligations was compiled following the existing legal act. Questions about sample characteristics (grade point average, age, material status, and completed high school) were asked. The results of the correlation and regression analysis confirm the predictive validity of the subscale and the statistically significant negative association of the emotion of disgust in the moral domain with the frequency of overall participation of students in explicitly defined minor and severe violations of rights and obligations (e.g., cheating on an exam, deception, forging signatures and documents, etc.), rs(64) = –.36, p = .003. Altogether, 21.22% (18.64 adjusted) of the variability in participation in violations was predicted by students' differences in (higher) disgust towards such behavior (15.70%), and additionaly by higher grade point average of previous academic success (5.52%). Given that this is a very specific group of participants—future teachers of successive generations of children in middle childhood—the results were interpreted following the influence of a personal tendency to violate rights and obligations, as well as continuity and stability in interindividual differences in personality development and its impact on others. In conclusion, this research indicates the importance of the role of the emotion of disgust in predicting and shaping moral behavior, in culture, in communication focused on the protection of rights and responsibilities (e.g., I am disgusted by ignorance, inhumanity, intemperance, etc.), and in education and training for citizenship and active advocacy for justice