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Morality is related to differentiation between ‘good (may be right)’ or ‘bad (may be wrong)’. It usually includes a range of rules that individuals what they should do or should not do in their society. Morality is a kind of specific cognitive concept that involves conscious judgment and making decision on issues related to rightfulness, injustice, right-wrong, good-bad and behave in parallel with these decisions and judgments. Emotional intelligence has a moral dimension as well. Goleman clarifies concept of emotional intelligence, and he underlines emotions’ role on human behaviour and their close relationships. According to Goleman, the emotional intelligence is the ability to identify, assess, and control the emotions of one self, others, and groups. The study group consists of eight undergraduate students were studying at Eskisehir Osmangazi University Faculty of Education in the academic year 2013-2014. Students were selected from 183 university students among their results from Emotional Intelligence Scale (Ergin, Ismen and Ozabaci, 1999) and Determination of Value Test (Rest, 1979) was applied with 183 undergraduate students with the method of standards sampling with the help of the minimum and maximum scores was selected from individuals (Yildirim and Simsek, 2008). The data were collected by a semi-structured interview form that was prepared by the researchers. The development of form was created for the purpose of considering the questions of the study. Data were collected by interview and qualitative data collection techniques. During the interviews, audio recording was used with the data were analysed the collected recordings with the descriptive analysis. After the categorization of data, the Cappa coefficient was calculated for the consistency between categories. The majority of the participants explained themselves as fair, honest, and emotional. Ozet Ahlak, bireyin dogru ile yanlisi ayirt edebilmesini saglayan ilkeler ve degerler butunudur. Ahlak gelisimi toplumun tum degerlerine kayitsiz sartsiz edilgin bir uyma degil, topluma etkin bir uyum saglamak icin degerler sistemi olusturma sureci olarak tanimlanmaktadir. Duygusal zekâ, kisinin kendisinin ve baskalarinin hislerini tanima, kendisini motive etme, icindeki ve iliskilerindeki duygulari yonetme yetisidir. Ona gore duygusal zekâ ahlaki boyutun bir parcasidir. Arastirma, probleme uygun olarak algilarin gercekci ve butuncul bir bicimde, derinlemesine ortaya konmasini hedefleyen nitel arastirma modeli ve olgu bilim deseni ile desenlenmistir. Arastirmaya Eskisehir Osmangazi Universitesi Egitim Fakultesi’nde 2013-2014 ogretim yilinda ogrenim goren 8 lisans ogrencisi katilmistir. Arastirmaya katilan ogrenciler, daha onceden kendilerine Duygusal Zekâ Olcegi (Ergin, Ismen ve Ozabaci, 1999) ve Degerlerin Belirlenmesi Testi (Rest, 1979) uygulanmis olan 183 lisans ogrencisi arasindan aykiri durum orneklemesi (Yildirim ve Şimsek, 2008) yardimiyla en az ve en cok puan alan bireyler arasindan secilmistir. Veriler nitel veri toplama tekniklerinden gorusme teknigi ile arastirmacilar tarafindan hazirlanan yari yapilandirilmis gorusme formu kullanilarak toplanmistir. Verilerin toplanmasi asamasinda elde edilen ses kayitlarinin dokumu yapilmis ve dokumler uzerinden betimsel analiz yapilmistir. Kodlamalarin ardindan, kodlayicilar arasi tutarliligin belirlenebilmesi icin Kappa katsayisi hesaplanmistir. Calisma grubundaki bireylerle yapilan gorusmeler sonucunda bireylerin cogu kendisini adaletli, durust, duygusal olarak tanimladigi bulunmustur.

journal of human sciences

Gender differences related to parental role of the youths’ moral and emotional intelligence development&lt;p&gt;Gençlerin ahlak ve duygusal zekâ gelişiminde ebeveyn rolüne yönelik toplumsal cinsiyet farklılıkları