Comparative Study of Academic Moral Resilience and Social Perspective-Taking among High School Students based on Prosocial Personality
akhlāq-i pizishkī i.e., Medical Ethics,
Vol. 19 (1404),
25 September 2025
,
Page 1-12
https://doi.org/10.22037/mej.v19i-.48670
Abstract
Background and Aim: In educational systems, fostering moral competence is of fundamental importance. Within this context, personality traits can be considered as self-regulatory mechanisms, while social perspective-taking represents a crucial prerequisite for moral behavior. Accordingly, within the framework of contemporary educational psychology, the present study aimed to compare academic moral resilience and social perspective-taking among high school students based on their level of prosocial personality.
Methods: This descriptive-analytical study was conducted on all secondary school students in Kermanshah during the 2023-24 academic year. Using the Morgan-Krejcie (1970) sampling table, 358 students were selected through multistage cluster sampling. Participants were classified into high and low prosocial personality groups according to the cut-off score obtained from the Prosocial Personality Scale. Data were collected using the Rahpeyma Academic Moral Resilience Questionnaire (2019), the Mohagheghi et al. Social Perspective-Taking Questionnaire (2016) and the Penner Prosocial Personality Scale (2002). Data analysis was performed in SPSS 27 using multivariate analysis of variance (MANOVA) at a significance level of less than 0.05.
Ethical Considerations: Ethical principles such as informed consent, voluntary participation, the right to withdraw, absence of financial burden, avoidance of labeling, confidentiality of personal data and the use of findings solely for research purposes were carefully observed.
Results: The findings indicated significant differences between the high and low prosocial personality groups in both academic moral resilience (F=15.21, p<0.003) and social perspective-taking (F=18.73, p<0.001). The test's statistical power was high (1–β>0.997), confirming the adequacy of the sample size. Moreover, prosocial personality accounted for 38.1% of the variance in academic moral resilience (η²=0.381) and 42.5% of the variance in social perspective-taking (η²=0.425).
Conclusion: The findings suggest that prosocial personality, by enhancing individuals’ ability to understand others’ perspectives and improving communication and conflict-resolution skills in moral contexts, can be effectively integrated into the design of school educational programs
- Academic Moral Resilience
- Social Perspective-Taking
- Prosocial Personality
- Students
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