Umm Al-Qura University

Umm Al-Qura University

The Psychometric Properties of the Sociomoral Reflection Measure-Short Form Objective (SRM-SFO) in Kuwait


- 2024/10/28

Norah Menem Munther1*, Hesham Gadelrab2
1Master of Social Psychology/ Personality Psychology, Department of Psychology, College of Social Sciences, Kuwait University, Kuwait
2Professor, Department of Psychology, College of Social Sciences, Kuwait University, Kuwait and Faculty of Education, Mansoura University, Egypt
Volume:16 | Issue: 2 | Pages:186-204 | June 2024 | https://doi.org/10.54940/ep69479893 | PDF
Received:23/12/2023 | Revised:3/1/2024 | Accepted:4/2/2024
*Corresponding author: [email protected]

 

Abstract

This study aimed to validate the psychometric properties of the Sociomoral Reflection Measure - Short Form Objective (SRM-SFO) in Kuwait. The participants were 218 Kuwait University students, 64 males, and 154 females, with an average age 23.70 years and a standard deviation of 6.01. The researchers validated the psychometric efficiency of the study scale. This study showed a high internal consistency stability coefficient using Cronbach's alpha method (0.89). It also appeared that the correlation coefficients Between each item and the total score of the scale were mostly high and significant. There were significant differences in the average’s degrees of apparent aggression due to the two levels of moral thinking (mature and immature) in the direction of the level of immature moral thinking. The results also showed significant differences between males and females in the percentage of individuals at the fourth level of moral thinking for females. This indicates the psychometric efficiency of the Measure (SRM-SFO) in Kuwaiti society.

Keywords

Sociomoral Reflection Measure, Short Form Objective (SRM-SFO), Psychometric Properties, Moral Thinking.

How to Cite 

Munther, N., & Gadelrab, H. (2024). The Psychometric Properties of the Sociomoral Reflection Measure-Short Form Objective (SRM-SFO) in Kuwait. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 186-204. https://doi.org/10.54940/ep69479893

License

 

Loading