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When educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence, while Chinese students display particularly strong empathy and willingness to help, and most European samples scored better than the Chinese students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601246,1792795431,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Ethical and Moral Competences of Upper Secondary Students: A Comparative Study  \nZhengmei Peng (彭正梅)  \nEast China Normal University  \nDietrich Benner  \nHumboldt University of Berlin  \nRoumiana Nikolova  \nInstitute of Education Monitoring and Quality Development  \nStanislav Ivanov  \nInstitute of Education Monitoring and Quality Development Tao Peng (彭韬)  \nNanjing Normal University  \nECNU Review of Education 2021, Vol. 4(4) 686–706 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120973958](DOI: 10.1177/2096531120973958)[ ](DOI: 10.1177/2096531120973958)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project.  \nDesign/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument.  \nFindings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore,  \nCorresponding author:  \nTao Peng, Institute of Moral Education, Nanjing Normal University, Nanjing, Jiangsu, China.  \nEmail: [taopeng819@163.com](taopeng819@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nschool practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical– moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others.  \nOriginality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.  \nKeywords  \nBasic ethical–moral knowledge, competence in developing ethical–moral action plans, ethical– moral judgment competence, ETiK, moral education  \nDate received: 24 June 2019; accepted: 27 October 2020  \nIntroduction  \nEthical–moral education has a long-standing tradition in China, during which the development and the acquirement of moral knowledge and skills were integrated in public education programs at an early age. For instance, moral education and Confucian thoughts on self-cultivation were intrinsically interwoven into the early public education syste","cbCaiblpuVSZ7xfj","https://ap.wps.com/l/cbCaiblpuVSZ7xfj","pdf",190949,21,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Keywords\n# Introduction\n## Background of ethical–moral education in China\n## The ETiK model and assessment instrument","[{\"question\":\"What is the purpose of the study on students’ ethical–moral competences?\",\"answer\":\"The study presents the theoretical framework, research design, methodology, and main findings for a comparative measurement of ethical–moral competences of 15-year-old upper secondary students under the ETiK-International-Shanghai project.\"},{\"question\":\"How are ethical–moral competences measured in the research?\",\"answer\":\"Competences are divided into basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, assessed through a survey of 2,036 students using a reliable and valid testing instrument.\"},{\"question\":\"What key findings are reported about Chinese and other European students?\",\"answer\":\"Overall, students from homes with more educational resources score higher across scales. When educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence, while Chinese students display particularly strong empathy and willingness to help, and most European samples scored better than the Chinese students.\"}]","Ethical and Moral Competences of Upper Secondary Students - A Comparative Study | PDF",1792092255,53]