ABSTRACT

Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs.

摘要

对品格教育达成一致的定义对该领域的研究人员和从业者都是有用的。然而，即使是品格教育专家也不同意他们如何定义它。我们试图通过原型分析在这个问题上实现更大的概念清晰度，其中识别出被认为是品格教育最核心的特征。在研究 1（N = 77）中，我们请品格教育专家列举了品格教育的特点。根据这些列表，我们确定了 30 个特征。在研究 2 ( N = 101) 中，专家通过分类任务评估了哪些特征是品格教育的核心。在研究 3 ( N= 166），我们使用标量项目评估中心性程度。最后，我们为未来品格教育研究和项目的发展提供了实用的建议，这些项目植根于这些项目的核心内容。