Akan, Y. & Tatık, R. Ş. (2021). Analysis of relationship
between moral maturity and human values of
university students. International Online Journal of
Education and Teaching (IOJET), 8(3). 1324-1347.
ANALYSIS OF RELATIONSHIP BETWEEN MORAL MATURITY AND HUMAN
VALUES OF UNIVERSITY STUDENTS
Research Article
Yunus Akan (Corresponding Author)
Muş Alparslan University, Faculty of Education, Department of Educational Sciences, Muş,
Turkey, y.akan@alparslan.edu.tr, ORCID: 0000-0003-3946-7356
Ramazan Şamil Tatık
Muş Alparslan University, Faculty of Education, Department of Educational Sciences, Muş,
Turkey, rs.tatik@alparslan.edu.tr, ORCID: 0000-0002-6727-8264
Correspondence: Yunus Akan is an assistant professor of Psychological Counseling and
Guidance in the department of Educational Sciences at Muş Alparslan University. His research
interests include violence, value education, character development, jealousy and life skills.
Ramazan Şamil Tatık is an assistant professor of Educational Administration in the department
of Educational Sciences at Muş Alparslan University. His research areas are school
management, higher education, lifelong learning, adult education and education policy.
Copyright © 2014 by International Online Journal of Education and Teaching (IOJET). ISSN: 2148-225X.
Material published and so copyrighted may not be published elsewhere without written permission of IOJET.
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
1325
ANALYSIS OF RELATIONSHIP BETWEEN MORAL MATURITY
AND HUMAN VALUES OF UNIVERSITY STUDENTS
Yunus Akan
y.akan@alparslan.edu.tr
Ramazan Şamil Tatık
rs.tatik@alparslan.edu.tr
Abstract
The aim of this study was to reveal the relationship between the moral maturity and human
values of university students. The study was a quantitative research and was conducted with
the correlational survey model. The study group of the study consisted of 764 students selected
by simple random sampling method, one of the random sampling methods from five academic
units (one college, one vocational high school and three faculties) among the students who
continued their education in the 2019-2020 academic year at a state university. A data
collection tool consisting of "Moral Maturity Scale" and "Human Values Scale" was used.
Independent Samples t-Test, ANOVA and Pearson Product Moment Correlation Coefficient
statistical techniques were used to analyze the data. According to the results of the study, it was
found that there was a significant difference in university students ' moral maturity levels in
terms of gender, academic unit, father's level of education, mother's level of education,
economic status and the number of books they read in the last month. Furthermore, it was found
that there was a significant difference in the human values of university students depending on
gender, academic unit and the number of books they read in the last month. It was revealed that
there was a positive, strong and significant relationship between moral maturity and human
values scores of university students. As a result, moral maturity and human values differed
according to various variables, and there was a high relationship between the two concepts
mentioned.
Keywords: Character development, human values, moral maturity, value education
1. Introduction
1.1. Moral Maturity
Moral maturity is a phase of maturation in which the person develops mental, affective and
behavioral abilities that play a role in the occurrence of moral behavior in harmony, and
displays an attitude that is compatible with the internalized moral understanding at the highest
level (Tekin, 2017). According to Şengün (2008), moral maturity is described as gaining the
standpoint in which having immoral characteristics is considered as risky as losing the purpose
of creation and human dignity. On the other hand, according to Patterson and Hall (1998), who
evaluated moral maturity, moral maturity for both men and women is to move from selfishness
and false dilemma to increasing levels of anxiety and complexity for others, and thus it is a
process that is accomplished by tackling questions about the nature of social good, the meaning
of justice, the dimensions of responsibility and other dialectical dilemmas. According to
Şengün's (2008) definition, moral maturity is a characteristic of personality involving the
adoption of moral values, the establishment and taking root of moral values in the
mailto:y.akan@alparslan.edu.tr
mailto:rs.tatik@alparslan.edu.tr
Akan & Tatık
1326
consciousness, and not thinking of behaving incompatibly with the moral values in one's mind
even when the individual is all alone with no one around. In this context, moral values such as
honesty, responsibility, and justice are imperative, and it is seen as an obligation to keep the
promise given, pay the bills, take care of children, and be fair in relations with other people
(Lickona, 1991). Tekin (2017) defines moral maturity as the purification of the individual from
bad habits and the improvement of the individual in terms of knowledge and behavior.
Different from what has been stated, Şengün (2008) emphasizes that the ultimate moral
maturity is to offer mature solutions to question what life is. As a matter of fact, Mathieson
(2003) states that the last element of moral maturity is a sense of purpose in life. Based on these
definitions, moral maturity is the control of the individual's actions according to the moral
values that s/he holds and presenting himself/herself in a way that does not contradict moral
values.
The moral maturity of the individual is linked to the increase in freedom, which causes them
to choose the good and the right (Tekin, 2017). In this direction, Hogan (1974) argues that
whether an action is moral or not is evaluated according to the intention of the individual.
According to Mathieson (2003), a morally mature individual is also aware that he both is and
is not a moral representative. In addition, individuals considered morally mature are consistent
in terms of their interests, desires and behaviors (Başar, 2019). In this respect, Tekin (2017)
mentions that moral maturity is the degree of perfection in the world of emotions and thoughts
of a person, in his/her decisions, attitudes and behaviors which s/he exhibits. However,
Mathieson (2003) mentions that most people probably will not reach complete moral maturity
in their lifetime. In this context, developing moral maturity requires the integration of a life
process approach that sees adults as adults emerging in a dynamic phase of life rather than
seeing them as preformed individuals (Herzog, Harris, & Peifer, 2018). Within the framework
of all stated, it can be argued that the morality criterion of the behavior of an individual who
has the will to choose the good or the bad is the motivation of the individual to exhibit that
behavior. A morally mature individual can be defined as a person who is aware that s/he is a
good role model of morality as well as representing morality in the best way. In addition, it can
be stated that individuals who have reached moral maturity display a compatible and consistent
profile with their thoughts, behaviors and personalities.
Seven elements related to moral maturity were identified: moral representation, utilizing
cognitive abilities, using emotional resources, using social skills, using principles, respecting
others, and developing a sense of purpose (Mathieson, 2003). However, the dimension of moral
maturity remains an unsolved dilemma (Hartnett, & Shumate 1980). In this direction, it is
believed that it is necessary to meet the need in the literature in terms of studies on the elements
or dimensions of moral maturity.
Moral maturity is intertwined with social, emotional, and intellectual development that are
independent of each other and they cannot be clearly separated (Mathieson, 2003). In this
context, moral development is provided by interaction with other people (Başar, 2019).
However, moral development is not a clearly linear function of many rules within the
individual (Hogan, 1974). In fact, moral maturity is the highest moral level a person can reach
in terms of moral development (Yüksel, 2012). According to Tekin (2017), moral maturity
means becoming equipped with the acquisition of moral skills. Although there is no gender
difference in moral development, it should be known that the variables related to moral
maturity may differ between genders (Walker, 1986). As a result, the moral development of
the individual is also related to some other developmental areas and is also fed by the society
in which the individual lives and should not be seen as a simple reflection of the principles that
the individual has.
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1.2. Human Values
When values are considered, things that are important in an individual's life come to mind.
Each individual clings to many values (e.g. success, safety, helpfulness) of varying degrees of
importance (Schwartz, 2006). According to Dilmaç (1999), value means a reference point that
the individual takes into account in the process of evaluating individuals in various structures,
the characteristics of individuals, the desires and goals of the individuals, and the state,
movement and behavior of the individuals (Dilmaç, 1999). In this context, Schwartz and Bilsky
(1987) emphasize that values are concepts or beliefs, are related to behaviors or goals, that they
are beyond certain situations, that they are a choice of path or evaluation of events and
behaviors, and that they are ranked relatively by importance. According to another point of
view, values are defined as desired goals beyond situations that function as guiding principles
in one's life or other social identity, differing in importance, and implicitly understood points
in this definition of values as goals can be expressed as: they serve certain social identity-
related things, can provide motivation by guiding actions and emotional intensity, serve as
standards for defending and evaluating actions, and are acquired both by adapting to dominant
group values and through individuals' learning experiences (Schwartz, 1994).
The general purpose of Turkish National Education is to raise all members of the Turkish
Nation, as citizens who are devoted to Atatürk's revolution and principles and Atatürk's
nationalism as expressed in the Constitution, who adopt, protect and develop the national,
moral, human, spiritual and cultural values of the Turkish Nation, who love their family,
hometown and nation and always try to glorify them, who know and embrace their duties to
democratic, secular and social state of law Republic of Turkey, which is based on human rights
and the basic principles of the beginning of the constitution (Official Gazette, 1973). As a
matter of fact, Ekşi (2003) states that raising citizens who have internalized basic human values
is one of the main duties of the family, society and school, and thus emphasizes that the two
main objectives of schools are to raise citizens with high academic success and human values.
Since the extremely important work of Rokeach (1973), human values have been defined as
desired goals of various degrees, functioning as guiding principles in people's lives (as cited in
Devos, Spini, and Schwartz, 2002). Human values are pillars of life. Human values and moral
values are overlapping concepts (Kulaksızoğlu & Dilmaç, 2000). Conflicts between certain
values (power versus universalism, tradition versus hedonism) are considered universal
(Schwartz, 2007). In this context, while a certain value is very important for someone, it may
be insignificant for another (Schwartz, 2006). The priorities of individual values stem from life
experiences (Schwartz, 2007).
The aim of this study was to to reveal the relationship between the moral maturity and
human values of university students. The fact that the studies in the literature focus on mainly
the relationship between moral maturity and religious belief, moral maturity and subjective
well-being, moral maturity and religionism besides, there are not many studies focusing on this
relationship in the literature indicates the importance of this study.
2. Method
2.1. Research Model
This research is a descriptive study aimed at determining the levels of moral maturity and
human values of university students according to the factors of gender, hometown, academic
unit, class level, education level of the father, education level of the mother, economic status
and the number of books they read. It is also a correlational study as it examines the relationship
between university students' moral maturity and human values. Among the survey models, both
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the general survey model (Karasar, 2009) and the correlational survey model (Büyüköztürk,
Çakmak, Akgün, Karadeniz, & Demirel, 2014) were used in the study.
2.2. Study Group
The study group of the study consisted of 764 students selected by simple random sampling
method, one of the random sampling methods from five academic units (one college, one
vocational high school and three faculties) among the students who continued their education
in the 2019-2020 academic year at a state university. Demographic information about the
participants of the study is provided in Table 1.
Table 1. Demographic information related to the sample of the research
Variables Participant (N) Percentage (%)
Gender
Female 495 64,8
Male 269 35,2
Hometown
Countryside 452 59,2
City center 312 40,8
Academic Unit
College of Physical
Education and Sports
119 15,6
Faculty of Theology 142 18,6
Education Faculty 182 23,8
Health Vocational High
School
162 21,2
Faculty of Science and
Letters
159 20,8
Class Level
First Class 261 34,2
Second Class 258 33,8
Third Class 119 15,5
Fourth Class 126 16,5
Illiterate 90 11,8
Father’s Education Level Primary School 316 41,4
Secondary School 164 21,4
High School 113 14,8
University and above 81 10,6
Illiterate 375 49,1
Mother’s Education Level Primary School 256 33,5
Secondary School and
above
133 17,4
Economic Status
0-2500 Turkish Liras 432 56,5
2501-5000 Turkish Liras 222 29,1
5001 and above Turkish
Liras
110 14,4
The number of books read in the
last month
0 Book 135 17,7
1 Book 218 28,5
2 Books 183 24,0
3 Books 124 16,2
4 and above Books 104 13,6
According to the data in Table 1, 64.8% of 764 participants were girls and 35.2% were boys.
59.2% of the participants grew up in a rural area. 23.8% of the participants were studying at
the education faculty. 34.2% of the participants were in the first year of the university. The
father's education level of 53.2% of the participants and the mother's education level of 82.6%
were primary school and below. The economic level of 56.5% of the participants was between
0-2,500 TL. 46.2% of the participants had read 1 or less books in the last month.
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
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2.3. Data Collection Tools
Moral Maturity Scale: It is a 5-point Likert-type scale with 66 items, developed by Şengün
and Kaya (2007). 52 items of the scale are expressed as positive and 14 items as negative. The
highest score that can be obtained from the Moral Maturity Scale is 330, and the lowest score
is 66. The high score that can be obtained from the scale indicates the high level of moral
maturity and the low score indicates the low level of moral maturity. The Cronbach's Alpha
reliability coefficient of the scale was found to be 0.93. The high reliability coefficient obtained
indicates that the scale is a reliable scale.
Human Values Scale: It was developed by Dilmaç (2007). The scale consists of 6 sub-
dimensions (Responsibility, Fellowship / Friendship, Peacefulness, Respect, Honesty and
Tolerance) and 42 questions. For the reliability study of the HVS, the internal consistency
coefficients (Cronbach's alpha) were found as .92 for the whole scale and .73, .69, .65, .67, .69
and .70 for the sub-dimensions of the scale, respectively. For the reliability of HVS in terms of
consistency, HVS was applied twice with an interval of 20 days to a group of 150 secondary
school students, and the reliability coefficients were calculated using the test-retest method.
These consistency coefficients were found to be .87 for the whole scale and .73, .91, .80, .88,
.75 and .79 for the sub-dimensions of the scale, respectively. This scale is a 5-point Likert type
scale that can be applied individually or in groups. Increases / decreases in the scores indicate
that individuals have / do not have more human values.
2.4. Data Collection and Analysis
Within the scope of the research, the ethics committee permission was obtained from the
Scientific Research and Publication Ethics Committee of a State University for the data
collection tools planned to be applied to the sample group. After the permission was obtained,
the researchers went to the designated academic units of the university and distributed the data
collection tools to the students in the form of forms by obtaining permission from the relevant
instructor, and after about 30 minutes they collected the forms from the students.
First, the missing values in the data set were examined, and it was revealed that the missing
values were below 5% in all data sets and did not show any pattern. The skewness and kurtosis
values of the scales were found between -3 and +3, indicating that the data were distributed
normally (Kalaycı, 2008). In addition, normality test was performed to determine whether the
data showed normal distribution, and Levene test was performed to test the homogeneity of
variances. All values were found to be p> .05, and normality and homogeneity assumptions
were met. Based on these results, it was decided to use parametric tests for the analysis of all
data meeting the assumption of normality and homogeneity.
Independent sample t-test was applied to determine whether there was a significant
difference in moral maturity and human values attainment levels of university students
according to the variables of gender and hometown. One-way analysis of variance (ANOVA)
was used to determine whether there was a significant difference in moral maturity and human
values attainment according to the variables of academic unit, class level, economic status,
father's education level, mother's education level and the number of books read in the last
month. Scheffe test was used to determine the source of the difference between the groups.
Pearson Product Moment Correlation Coefficient statistical technique was used to reveal the
relationship between students' moral maturity and human values attainment levels. In the
interpretation of the correlation coefficients obtained, the value ranges suggested by Evans
(1996) were used. In other words, the correlation values between the range of .00 and .19
indicates a very weak correlation; the range between .20 and.39 indicates a weak correlation;
and the range between .40 and .59 indicates a medium-level correlation; the range between .60
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and .79 indicates a strong correlation; and the range between .80 and 1.00 indicates a very
strong correlation.
3. Findings
The findings obtained from the moral maturity and human values attainment levels of the
university students according to the factors of gender, hometown, academic unit, class level,
education level of the father, education level of the mother, economic status and the number of
books read are given below.
3.1. Findings Obtained from the Moral Maturity Levels of University Students
The findings obtained from the moral maturity levels of the university students according
to the gender variable were evaluated with the independent sample t-test and the results are
given in Table 2.
Table 2. Independent samples t-test results regarding the comparison of moral maturity scores
by gender
MMS Group N X̄ Sd t Sig(p)
Gender
Female 495 271,1232 24,91904
5,291 ,000
Male 269 260,2751 30,63273
When Table 2 was examined, the average moral maturity score of girls was 271.12 and that
of boys was 260.27. It was seen that the average score of moral maturity according to gender
was 10.9 points higher for girls than boys. In order to examine whether this difference in scores
was significant, an independent sample t test was conducted, and it was found that there was a
significant difference in favor of girls in terms of gender variable at the level of moral maturity
of university students (p= .000; p< .05).
The findings obtained from the moral maturity level of the university students according to
the gender variable were evaluated with the independent sample t-test and the results are given
in Table 3.
Table 3. Independent sample t-test results regarding the comparison of moral maturity scores
according to hometown
MMS Group N X̄ Sd t Sig(p)
Hometown
Countryside 452 268,5310 27,03486
1,484 ,138
City center 312 265,5256 28,20742
When Table 3 was examined, the average moral maturity score of those who grew up in
rural areas was 268.53 and those who grew up in the city center was 265.52. According to the
place where they grew up, it was seen that the average score of moral maturity was 3.0 points
higher for those who grew up in rural areas than those who grew up in the city center. In order
to examine whether this difference in scores was significant, an independent sample t-test was
conducted, and it was found that university students did not differ significantly in terms of the
place where they grew up in moral maturity level (p= .138; p> .05).
The findings obtained from the moral maturity level according to the academic unit variable
of the university students were evaluated by one-way analysis of variance (ANOVA) and the
results are given in Table 4.
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
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Table 4. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores according to the academic unit students study
MMS Group N X̄ Sd F Sig(p)
Academic Unit
College of
Physical
Education and
Sports
119 274,8235 26,25354
6,561 ,000
Faculty of
Theology
142 262,5845 24,06175
Education
Faculty
182 262,6813 30,78400
Health
Vocational High
School
162 272,8827 23,81278
Faculty of
Science and
Letters
159 265,4969 29,08061
When Table 4 was examined, it was seen that the academic unit in terms of the highest
moral maturity scores was the College of Physical Education and Sports (274.8 points) and the
lowest academic unit was Islamic Sciences (262.5 points), and that the university students had
significantly different moral maturity scores according to the academic unit they studied (F=
6.561; p= .000; p< .05). According to the results of the Scheffe test conducted to determine the
source of the difference, there was a significant difference between the moral maturity scores
of the students whose academic unit was Islamic Studies and the College of Physical Education
and Sports (p= .011) and the students studying at the Health Vocational High School (p =.029),
and the scores of the students whose academic unit was Education and the students studying at
the College of Physical Education and Sports (p= .006) and the Health Vocational High School
(p= .017).
The findings obtained from the moral maturity level according to the academic unit variable
of the university students were evaluated by one-way analysis of variance (ANOVA) and the
results are given in Table 5.
Table 5. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores by class level
MMS Group N X̄ Sd F Sig(p)
Class Level
First Class 261 268,1494 27,77639
,153 ,928
Second Class 258 266,5155 29,44536
Third Class 119 267,3109 25,39476
Fourth Class 126 267,1587 25,11969
When Table 5 was examined, it was seen that there was no significant difference in moral
maturity scores of university students according to their class level (F= .153; p= .928; p> .05).
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The findings obtained from the moral maturity level according to the father's education level
variable of the university students were evaluated by one-way analysis of variance (ANOVA)
and the results are given in Table 6.
Table 6. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores according to the father's education level
MMS Group N X̄ Sd F Sig(p)
Father’s
Education
Level
Illiterate 90 263,5556 32,19502
3,857 ,004
Primary School 316 269,4177 26,18790
Secondary School 164 270,7866 26,94707
High School 113 265,7965 26,71749
University and above 81 258,2716 27,52863
When Table 6 was examined, it was observed that the father's education level with the
highest moral maturity scores of university students was secondary school (270.7 points) and
the father's education level with the lowest score was university and above (258.2 points), and
that there was a significant differentiation in moral maturity scores in terms of the father's
education level (F= 3.857; p= .004; p< .05). According to the results of the Scheffe test
conducted to determine the source of the difference, there was a significant difference in moral
maturity scores between students whose father's education level was university and above and
primary school (p= .031) and middle school (p= .023) students.
The findings obtained from the moral maturity level according to the mother's education
level variable of the university students were evaluated by one-way analysis of variance
(ANOVA), and the results are given in Table 7.
Table 7. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores according to the mother's education level
MMS Group N X̄ Sd F Sig(p)
Mother’s
Education
Level
Illiterate 375 267,5707 28,02204
3,398 , 034
Primary School 256 269,6484 25,13262
Secondary School
and above
133 262,0376 30,00944
When Table 7 was examined, it was observed that the highest moral maturity scores of
university students were found in students whose mother's education level was primary school
(269.6 points) and the lowest scores were found in students whose mother's education level
was secondary school and above (262.0 points), and that there was a significant differentiation
in university students' moral maturity scores according to the mother's education level (F=
3.398; p= .034; p< .05). According to the results of the Scheffe test conducted to determine the
source of the difference, there was a significant difference in moral maturity scores between
students whose mother's education level was secondary school and above and those whose
mother's education level was primary school (p= .035).
The findings obtained from the moral maturity level according to the economic status
variable of the university students were evaluated by one-way analysis of variance (ANOVA),
and the results are given in Table 8.
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Table 8. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores by economic status
MMS Group N X̄ Sd F Sig(p)
Economic Status
0-2500 Turkish
Liras
432 269,7245 27,49631
2,954 ,043
2501-5000
Turkish Liras
222 267,0766 25,40938
5001 ve üzeri
Turkish Liras
110 262,1818 31,24839
When Table 8 was examined, the highest moral maturity scores of university students in
terms of economic status belonged to students whose income level was between 0-2,500 TL
(269.7 points) and the lowest scores were obtained by students with an income of 5,001 TL
and above (262.1 points), and that there was a significant differentiation in student's moral
maturity scores in terms of the economic status variable (F= 2.954; p= .043; p< .05). According
to the results of the Scheffe test conducted to determine the source of the difference, there was
a significant difference between the moral maturity scores of students whose economic status
was between 0-2,500 TL and those with 5,001 TL and above (p= .038; p< .05). In addition, it
was observed that the higher the economic status of university students, the lower the average
moral maturity score.
The findings obtained from the level of moral maturity according to the variable of the
number of books read by university students in the last 1 month were evaluated by one-way
analysis of variance (ANOVA) and the results are given in Table 9.
Table 9. One-way analysis of variance (ANOVA) results regarding the comparison of moral
maturity scores by the number of books read in the last month
MMS Group N X̄ Sd F Sig(p)
The Number of
Books Read in the
Last Month
0 book 135 256,1704 28,79976
7,904 ,000
1 book 218 268,2064 25,65598
2 books 183 268,1803 26,79583
3 books 124 273,4355 25,20396
4 and above
books
104 274,0096 30,01795
When Table 9 was examined, it was seen that the number of books read in the last 1 month
by university students with the highest moral maturity scores was 4 and above (274.0 points)
and the number of books read in the last 1 month by students with the lowest scores was 0 book
(253.1 points), and that according to the number of books read in 1 month variable, there was
a significant difference in moral maturity scores (F= 7.904; p= .000; p< .05). According to the
results of the Scheffe test conducted to determine the source of the difference, there was a
significant difference between students whose number of books read in the last 1 month was 0
and those with 1 (p= .003), 2 (p= .004), 3 (p= .000) and 4 and above (p= .002) books read in
terms of moral maturity scores (p< .05). In addition, it was seen that as the number of books
that university students read in the last 1 month increased, the average score of moral maturity
increased.
3.2. Findings Obtained from University Students' Human Values Attainment Levels
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The findings obtained from the level of attainment of human values according to the gender
variable of university students were evaluated with the independent sample t-test, and the
results are given in Table 10.
Table 10. Independent samples t-test results for independent samples regarding the
comparison of human values scores by gender
HVS Group N X̄ Sd t Sig(p)
Gender
Female 495 159,5232 14,31298
5,189 ,000
Male 269 153,6617 15,95636
When Table 10 was examined, the average score of human values is 159.52 for girls and
153.66 for boys. It was seen that the average score average of human values according to
gender was 5.9 points higher for girls than for boys. In order to examine whether this difference
in scores was significant, an independent sample t-test was conducted, and it was found that
there was a significant difference in favor of girls in terms of gender variable at the level of
moral maturity attainment of university students (p= .000; p< .05).
The findings obtained from the level of attainment of human values according to the
hometown of university students were evaluated with the independent sample t-test, and the
results are given in Table 11.
Table 11. Independent samples t-test results for independent samples regarding comparison of
human values scores by hometown
HVS Group N X̄ Sd t Sig(p)
Hometown
Countryside 452 157,4358 15,16934
-,052 ,959
City Center 312 157,4936 15,17783
When Table 11 was examined, the average score of human values of those who grew up in
rural areas was 157.43 and those who grew up in the city center were 157.49. It was seen that
the average score of human values according to where they grew up was 0.6 points higher for
those who grew up in the city center than those who grew up in rural areas. In order to examine
whether this difference in scores was significant, an independent sample t-test was conducted,
and it was found that university students did not differ significantly in terms of the place where
they grew up in terms of moral maturity level (p= .138; p> .05).
The findings obtained from the moral maturity attainment level according to the academic
unit variable of the university students were evaluated by one-way analysis of variance
(ANOVA), and the results are given in Table 12.
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Table 12. One-way analysis of variance (ANOVA) results regarding the comparison of human
values scores according to the academic unit students studied at
HVS Group N X̄ Sd F Sig(p)
Academic Unit
College of Physical
Education and
Sports
119 160,4622 15,98982
4,345 ,002
Faculty of
Theology
142 154,4648 14,47701
Education Faculty 182 155,6593 15,84366
Health Vocational
High School
162 159,9321 13,89809
Faculty of Science
and Letters
159 157,4277 14,93507
When Table 12 was examined, it was found that the highest human values scores obtained
by the students of the College of Physical Education and Sports (160.4 points) and the lowest
scores were obtained by the students of Islamic Sciences (154.4 points), and that there was a
significant difference in human values scores in terms of academic unit (F= 4.345; p= .002; p
< .05). According to the results of the Scheffe test conducted to determine the source of the
difference, there was a significant difference in human values scores between students whose
academic unit was Islamic Sciences and those studying at the College of Physical Education
and Sports (p= .036) and Health Vocational High School (p= .041).
The findings obtained from the moral maturity attainment level according to the class level
variable of the university students were evaluated by one-way analysis of variance (ANOVA),
and the results are given in Table 13.
Table 13. One-way analysis of variance (ANOVA) results regarding comparison of moral
human values scores by class level
HVS Group N X̄ Sd F Sig(p)
Class Level
First Class 261 157,6245 15,70830
,154 ,927
Second
Class
258 157,7209 14,70010
Third Class 119 157,3782 14,75506
Fourth
Class
126 156,6587 15,47548
When Table 13 was examined, it was seen that there was no significant difference in human
values scores of university students according to their study year (F= .154; p= .927; p> .05).
The findings obtained from the moral maturity attainment level of the university students
according to the father's education level variable were evaluated by one-way analysis of
variance (ANOVA), and the results are given in Table 14.
Table 14. One-way analysis of variance (ANOVA) results regarding comparison of human
values scores according to the father's education level
HVS Group N X̄ Sd F Sig(p)
Illiterate 90 156,7333 15,98440 1,367 ,244
Akan & Tatık
1336
Father’s
Education
Level
Primary School 316 157,2943 14,42723
Secondary School 164 159,5549 15,62884
High School 113 157,1858 15,80718
University and above 81 155,0494 15,02656
When Table 14 was examined, it was seen that there was no significant difference in human
values scores of university students according to the education level of the father (F= 1.367; p
= .244; p> .05).
The findings obtained from the moral maturity attainment level of the university students
according to the mother's education level variable were evaluated by one-way analysis of
variance (ANOVA), and the results are given in Table 15.
Table 15. One-way analysis of variance (ANOVA) results regarding comparison of human
values scores according to the mother's education level
HVS Group N X̄ Sd F Sig(p)
Mother’s
Education
Level
Illiterate 375 157,6080 14,95800
1,493 ,225
Primary School 256 158,2617 14,68886
Secondary School
and above
133 155,4962 16,52346
When Table 15 was examined, it was seen that there was no significant difference in human
values scores of university students according to the mother's education level (F= 1.493; p =
.225; p> .05).
The findings obtained from the moral maturity attainment level of the university students
according to their economic status variable were evaluated by one-way analysis of variance
(ANOVA), and the results are given in Table 16.
Table 16. One-way analysis of variance (ANOVA) results regarding comparison of human
value scores by economic status
HVS Group N X̄ Sd F Sig(p)
Economic Status
0-2500 Turkish
Liras
432 157,8194 15,94436
,469 ,626
2501-5000
Turkish Liras
222 157,3514 13,12670
5001 and above
Turkish Liras
110 156,2636 15,90031
In Table 16, it was observed that there was no significant difference in human values scores
of university students according to the economic status variable (F= .469; p= .626; p> .05).
The findings obtained from the level of moral maturity attainment level according to the
variable of the number of books read by university students in the last 1 month were evaluated
by one-way analysis of variance (ANOVA), and the results are given in Table 17.
Table 17. One-way analysis of variance (ANOVA) results regarding comparison of human
value scores by the number of books read in the last month
HVS Group N X̄ Sd F Sig(p)
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
1337
The Number of
Books Read in the
Last Month
0 book 135 152,1481 15,68654
6,018 ,000
1 book 218 157,5183 14,94975
2 books 183 158,6339 13,69697
3 books 124 158,5887 15,62519
4 and above
books
104 160,8173 15,38677
When Table 17 was examined, it was seen that there was a significant difference in human
values scores according to the variable of the number of books that university students read in
the last 1 month (F= 6.018; p= .000; p< .05). According to the results of the Scheffe test
conducted to determine the source of the difference, there was a significant difference in terms
of human values scores between the students whose number of books read in the last 1 month
was 0 and those who read 1 (p= .003), 2 (p= .004), 3 (p= .000) and 4 and above (p= .002) books
(p< .05). In addition, it was seen that as the number of books that university students read in
the last 1 month increased, the average score of human values increased.
3.3. Findings Regarding the Relationship Between University Students' Level of Moral
Maturity and Human Values Attainment
Pearson Product Moment Correlation Coefficient statistical technique was used to reveal
the relationship between moral maturity and human values scores of the students participating
in the study, and the findings are presented in Table 18.
Table 18. The relationship between university students' moral maturity and human values
scores
Moral Maturity Human Values
Moral Maturity
Pearson's r — ,715**
p-value — ,000
N — 764
Human Values
Pearson's r ,715** —
p-value ,000 —
N 764 —
According to Table 18, there was a positive and strong relationship between the moral
maturity and human values scores of university students (r= .715) (p< .05).
4. Discussion, Conclusion and Suggestions
Discussion, conclusion and suggestions section was tried to be formed based on the findings
obtained from the examination of the moral maturity levels and human values of students
studying at the university according to the variables of gender, hometown, academic unit, class
level, father's education level, mother's education level, economic status and the number of
books read in the last month.
It was revealed that there was a significant difference in the moral maturity level of
university students in favor of girls according to the gender variable. Similar results were
obtained in some studies. According to the results of the study conducted by Savaş (2019) on
Akan & Tatık
1338
453 university students, the moral maturity levels of female students were found to be higher
than male students. According to the results of the study conducted by Alkal and Kök (2018)
on 478 university students, there was a significant difference in favor of girls in moral maturity
scores in terms of gender. In the study conducted by Sancak, Tabakoğlu, and Öz (2013) on 482
university students from different universities, it was found that female students had a higher
level of moral maturity than male students. According to the results of the study conducted by
Bakioğlu (2013) on 1153 university students, it was observed that the level of moral maturity
differed significantly according to gender. It was found that the moral maturity level of females
was higher than the moral maturity level of males. According to the results of the study
conducted by Bilgin (2017) on 335 university students, a significant difference was found
between moral maturity and gender, and the moral maturity of females was higher than that of
males. According to the results of the study conducted by Kaya and Aydın (2011) on 606
university students studying in different faculties, the mean scores of moral maturity of female
students were found to be higher than the mean scores of male students. According to the results
of the study conducted by Çoşkun and Yıldırım (2009) on 392 university students, the moral
values of female students were found to be higher than those of male students. According to
the results of the study conducted by Çırak-Karakavak (2006) on 638 university students, moral
judgment ability scores were found to be significantly higher in female students. The higher
moral maturity levels of girls compared to boys may be due to their more empathetic, accepting,
compassionate and sensitive structure stemming from their cultural and social gender roles.
It was found out that there was no significant difference according to the place where the
university students grew up in terms of moral maturity level. Similar results were obtained in
some studies. According to the results of the research conducted by Çitemel (2010) on 542
graduate students, it was found that there was no significant difference in moral judgment
scores in terms of the residential areas they lived in. According to the results of the study
conducted by Savaş (2019) on 453 university students, it was seen that the moral maturity of
the students did not change according to where they spent most of their lives. According to the
results of the study conducted by Çırak-Karakavak (2006) on 638 university students, it was
determined that there was no significant difference in moral judgment scores of university
students according to where they spent most of their lives. According to the results of the study
conducted by Bilgin (2017) on 335 university students, no significant difference was found
between moral maturity and the place where they lived. According to the results of the study
conducted by Çoşkun and Yıldırım (2009) on 392 university students, no significant difference
was found in moral value levels according to where they lived. According to the results of the
study conducted by Gültekin (2008) on 219 university students, it was found that there was no
significant difference in moral judgment scores of university students according to where they
spent most of their lives. With the development of technological possibilities, even people
living in the most rural areas being aware of all developments and reaching all opportunities in
a short time have created homogeneous people with similar opportunities, familial and cultural
characteristics, and the differences according to the hometown have been minimized.
Therefore, there may not be a significant difference in moral maturity levels according to the
hometown.
It was observed that there was a significant difference in moral maturity scores of university
students according to the academic unit they studied at. Similar results were obtained in some
studies. In the study conducted by Çekin (2013) on 222 university students, a significant
difference was found in the level of moral maturity according to the faculty-department
variable. According to the results of the study conducted by Bakioğlu (2013) on 1153
university students, the level of moral maturity differed significantly according to the faculty
and department they studied. According to the results of the study conducted by Coşkun and
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
1339
Yıldırım (2009) on 392 university students, a significant difference was found in the moral
value levels according to the faculty they studied, and similar to the result obtained from this
study, the moral value level of the students of the Health Vocational High School was higher
than the students of the Faculty of Arts and Sciences. According to the results of the research
conducted by Kaya and Aydın (2011) on 606 university students studying at different faculties,
there was a significant difference in the moral maturity score averages of the students according
to the department they studied. Unlike the results obtained from this study, the scores of the
students of the Faculty of Theology were higher than the scores of the students studying at
other faculties. According to the results of the research conducted by Söylemez and Oruç
(2018) on 332 university students, there was a significant difference in moral judgment scores
according to the department studied. In the studies conducted by Adıgüzel (2017) and Efek,
Sivrikaya and Sadık (2018), a different result was obtained from the results obtained from these
studies, and it was determined that the moral maturity of university students did not differ
according to the faculty and the department they studied. The differentiation of moral maturity
levels according to the faculty / department may be due to the quality of the education students
receive about moral values rather than the quantity, the experiences they have about the level
of acquiring universal moral values, the psychological factors such as anxiety and stress
experienced by the students, and the differentiation of the orientation towards social cultural
activities among the departments.
It was observed that there was no significant difference in moral maturity scores of
university students according to their class level. Similar results were obtained in some studies.
According to the results of the study conducted by Alkal and Kök (2018) on 478 university
students, there was no difference between them in terms of moral maturity level according to
their class level. According to the results of the study conducted by Çoşkun and Yıldırım (2009)
on 392 university students, it was revealed that the moral development levels of students who
just started university and those of senior students were similar. According to the results of the
study conducted by Gültekin (2008) on 219 university students, it was determined that there
was no significant difference between moral development and study year. According to the
results of the study conducted by Çırak-Karakavak (2006) on 638 university students, no
significant difference was found between moral judgment scores according to study year. Until
the age of 18, a large part of personality is formed, and university education that emerges after
this age does not sufficiently affect personality and the moral maturity level, which is a sub-
dimension of personality. Therefore, university students at different years of study have similar
characteristics since they are in a similar developmental period. The differentiation of moral
maturity level according to class level can be explained with this reason.
It was observed that there was a significant difference in moral maturity scores of university
students according to the education level of fathers and mothers. Similar results were obtained
in some studies. According to the results of the study conducted by Gümüş (2015) on 1377
students, it was determined that there were significant differences in terms of the level of moral
development according to the parents' education level. According to the results of the study
conducted by Çırak-Karakavak (2006) on 638 university students, there was a significant
difference in moral judgment scores according to the education level of the mother. According
to the results of the study conducted by Bakioğlu (2013) on 1153 university students, it was
found that the level of moral maturity differed significantly according to the education level of
the parents. Similar to the result obtained from this study, Bakioğlu (2013) found that as the
education level of the parents increased, the moral maturity level of the students decreased.
Saylağ (2001) found in his research that the education level of the parents of the individuals
negatively affected their moral maturity level. These results show that the high level of
education of parents does not manifest itself as children who have adopted moral values, and
Akan & Tatık
1340
that it is important to what extent moral values can be adopted by children regardless of the
education level of the family.
It was observed that there was a significant difference in moral maturity scores according
to the economic status variable, and the higher the economic status of university students, the
lower the average moral maturity score. Similar results were obtained in some studies.
According to the results of the study conducted by Savaş (2019) on 453 university students, it
was seen that the moral maturity levels of the students varied according to the income levels
of the family. According to the study conducted by Bilgin (2017) on 335 university students,
it was found that there was a significant difference in moral maturity scores according to the
income level of the family. In the research conducted by Gümüş (2015) on 1377 students, he
found that there were significant differences between parents' income level and moral
development level in favor of students whose families have low economic status. According to
the results of the research conducted by Alkal and Kök (2018) on 478 university students, it
was concluded that the moral maturity levels differed significantly according to the monthly
income of the family and in favor of those with low monthly income. According to the results
of the study conducted by Bakioğlu (2013) on 1153 university students, it was revealed that
there was a significant difference between the income level of parents and moral development
in favor of those with low income. Students with a lower economic status of the family struggle
with the difficulties of life more. These students cannot meet their needs adequately due to
economic difficulties, they can improve their basic life coping skills and therefore their moral
maturity levels due to situations such as delaying requests, being content with little
opportunities, and being patient in difficult conditions.
It was observed that there was a significant difference in moral maturity scores according
to the variable of the number of books read by university students in the last month, and the
more books they read in the last month, the higher their moral maturity score average was.
There is almost no research on this subject. One of the rare studies on this subject was
conducted by Adıgüzel (2017) on 720 university students, and students' perceptions of moral
maturity differed significantly according to the number of books read monthly. As the number
of books read increases, the level of moral maturity increases as well. In this case, it can be
said that the behavior of reading books improves the personality of students and increases the
level of general culture, thus improving moral maturation.
In this study, it was determined that the human values score average of girls studying at
university was higher than that of boys. Similarly, Myyry and Helkama (2001) observed in
their research on university students that the human value levels of female students were higher
than the human values of male students. In this direction, Metli's (2017) study revealed that the
human value levels of female students in secondary school were higher than the human value
levels of male students in secondary school. In addition, Kılınç and Gündüz (2017), Yiğit and
Dilmaç (2011), Dereli and Aypay (2012) found that the human value levels of female students
studying at high school were higher than the human value levels of male students studying at
high school. The fact that the human values of female students are higher than the human values
of male students suggests that human values do not have a very close relationship with the
school level in general, but they have a close relationship with gender.
In this study, it was found that there was a statistically significant difference in the human
values levels of university students according to the gender variable. However, in the study
conducted by Karababa and Dilmaç (2015), no statistically significant difference was observed
in the human value level scores of adolescents according to the gender variable. As a matter of
fact, in Keskin and Sağlam's (2014) study, it was found that the human value levels of
classroom teacher candidates did not statistically significantly differ according to gender. In
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
1341
addition, Özkan and Soylu (2014) found that there was no statistically significant difference in
the human value levels of students studying at the faculty of education according to gender. In
the light of the aforementioned data, this study found that there was a statistically significant
difference in human values levels of university students according to gender variable, but the
reason for not detecting a significant difference in other studies may be that this study focuses
on university students in general, not on a particular class or department.
In this study conducted on students studying at the university, it was found that there was a
statistically significant difference in the human value level scores of university students
according to the academic unit they studied at. Özkan and Soylu (2014) could not reveal a
statistically significant difference in the human value levels of the students studying at the
education faculty according to the type of education. Keskin and Sağlam (2014) also found that
there was statistically no significant difference between the human value levels of classroom
teacher candidates according to the type of high school they graduated from. It was revealed
that the human values education program applied in Dilmaç's (2007) research played a role in
increasing the human value levels of high school students. In this context, it is often stated that
the development of individual values takes place long before university education (Robb,
1964). Although it was found in this study that there was a statistically significant difference
in the human value level scores of university students according to the academic unit they
studied at, it can be stated that the underlying reason for this may be the previous school level,
the high school. As a matter of fact, it is believed that it will be useful to underline that the
values of adolescents are also being shaped during the high school period, which includes
adolescence.
Within the scope of this research, it was found that the human value levels of the students
studying at the university did not show a statistically significant difference according to their
study year. Similarly, in Özkan and Soylu's (2014) study, no significant difference was found
in the human values of education faculty students according to the variable study year. In this
direction, Kılınç and Gündüz (2017) found that there was statistically no significant difference
in terms of human value levels adopted by high school students according to their grade levels.
In addition, Keskin and Sağlam (2014) found that the human value levels adopted by pre-
service teachers who studied classroom teacher education did not differ significantly according
to the class level they were in. As a result, a strong and direct connection between the students'
levels of human value and their class level could not be found.
In this study, it was revealed that there was no statistically significant difference in the
human value levels of university students according to the education level of the father.
Accordingly, Kılınç and Gündüz (2017) found that there was no statistically significant
difference in the human values levels of high school students according to the education level
of their fathers. However, in the study conducted by Erden and Yılmaz (2016), it was seen that
the human value levels of Imam Hatip high school students showed a statistically significant
difference according to the education level of the father. It was observed that the mentioned
significant difference was against the students whose fathers were university or higher
graduates and students whose fathers were primary, secondary and high school graduates, and
students whose fathers were university and higher graduates. In this respect, the underlying
reasons why the human values of Imam Hatip high school students were against students whose
fathers were university and higher graduates may need to be examined.
In this study, no statistically significant difference was found in the human value levels of
university students according to the education level of the mother. Similarly, Kılınç and
Gündüz (2017) found that there was no statistically significant difference between high school
students whose mothers graduated from primary school and high school students whose
Akan & Tatık
1342
mothers graduated from secondary school and above. However, Erden and Yılmaz (2016)
revealed that there was a statistically significant difference between students, whose mothers
were university graduates or received post-graduate education, and Imam Hatip high school
students whose mothers were primary school graduates, middle school graduates, or high
school graduates. As a matter of fact, it was determined that this difference was against students
whose mothers were university and higher graduates. A similar situation is presented in the
previous paragraph. In this context, the finding that the human value levels of Imam Hatip high
school students were against students whose mothers were university and higher graduates can
be investigated further through qualitative research.
Another finding of this study was that there was no statistically significant difference in the
human values level of the students studying at the university according to their economic status.
Accordingly, Keskin and Sağlam (2014) found that the human value levels of classroom
teacher candidates did not statistically significantly differ according to the socio-economic
status variable. However, Kılınç and Gündüz (2017) revealed that there was a statistically
significant difference in the human values levels of high school students according to the
variable of income level of their families. As a matter of fact, different human value judgments
are expected to occur in students due to differences in economic levels. However, it is thought
that financial grants such as scholarships, accommodation and nutrition opportunities provided
to students, especially in the university environment, minimize economic differences among
students, create a homogeneous environment with the same opportunities in the university
environment and prevent different human values behaviors that may arise due to different
economic conditions among students.
One of the most striking findings of this study was that there was a positive, strong and
statistically significant relationship between the moral maturity levels and human values of
university students. Similarly, Yalız-Solmaz (2018) revealed in their study that there was a
positive and significant relationship between teacher candidates' human values and moral
maturity levels. As a matter of fact, Kulaksızoğlu and Dilmaç (2000) underline that human
values and moral values are concepts that have a close relationship. From this point of view, it
can be stated that the actions, attitudes and behaviors of individuals within the moral maturity
framework are a sign in terms of understanding and predicting the human values that
individuals have.
The value problem is of great importance (Skolimowski, 1997). Due to the impact on those
exposed to them and the people who transfer them, many values that cannot be called human
values exist in every culture and are transmitted by people (Hopkins, 1953). It is also thought
that the values cannot be observed, measured or calculated (Goldstein & Gordon, 1985). As a
matter of fact, because human values, truth, beauty, goodness and sacredness cannot be
measured or calculated, it is concluded that valid information cannot be obtained about them,
and they cannot be anything but illusions arising from desires (Jensen, 1941). However, the
idea that science does not recognize values is a false assumption. Science would never be
science if it were not concerned with human values, because interest and curiosity trigger
research (Herrick, 1946). In this context, although it is thought that values cannot be observed
due to their abstract nature, it can be mentioned that it is important not to approach the idea
that values such as human values can be subject to science with prejudice.
There is a sharp difference between the way individuals construct values through attaining
values (Hopkins, 1953). Also, some people think that human values of the past are under attack
(Friley, 1942). Today, people all over the world question their values, reflect on their values,
and review their values (Hopkins, 1953). It is claimed that educational processes do not contain
value in a basic sense; in other words, educational programs and institutions do not have a
International Online Journal of Education and Teaching (IOJET) 2021, 8(3). 1324-1347.
1343
direct relationship with the life philosophy of the student or have a direct responsibility over
the life philosophy of the student (Robb, 1964). To transform into human value, the process
must proceed collaboratively, interactively, mutually, socially and consciously (Hopkins,
1953). Human values exist in a work environment or culture when everyone understands
people's basic psychological needs, appreciates their positive and unique contributions, and
helps them reach their potential (Stallard & Pankau, 2008). There are values in all ethnic
classes, values in all institutions, values in all schools, and creative values in all educators in
the arts (Hopkins, 1953). It can be argued on the basis of these points that individuals or
communities gathered around common grounds can generate common values, keep these
values alive and pass them on to future generations. Although creating value requires a process,
it should be remembered that they become relatively permanent within that society when values
are created.
•This study, carried out with quantitative research method, can be expanded through
qualitative research in order to obtain more detailed data.
•This research, which was carried out in the type of surveying and also by correlational
design, can be carried forward with the regression study.
•This research, which was carried out on university students, can be carried out with
different sample groups such as high school students and graduate students.
•It may be suggested that schools cooperate with families in order to improve the moral
maturity and human values of students in a more general sense.
•In educational institutions, projects involving theory and practice can be implemented to
improve the moral maturity and human values of individuals in society in a wider context.
•Necessary arrangements and improvements can be made in education programs in order to
improve the moral maturity and human values of individuals.
Akan & Tatık
1344
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