Rational perception of reality and its relationship to ethical decision-making among female students of the kindergarten department

The current research aims to identify the relationship between rational perception of reality and ethical decision-making among female students of the Kindergarten Department, and to achieve the objectives of the research, a random sample was selected and amounted to (482) female students from the Kindergarten Department in the College of Basic Education / Al-Mustansiriya University for the academic year (2020-2021), the researcher has built a scale of rational perception of reality consisting of three components, and also built an ethical decision-making scale consisting of six positions, each position has six alternatives, psychometric properties were extracted from the validity and reliability of the two scales, as the results indicate that there is a relationship between rational perception of reality and moral decision-making among students of the kindergarten department, but it is weak.

4-The differences in ethical decision-making among female students in the kindergarten department, according to the stage of study.5-The relationship between rational perception of reality and ethical decision-making among female students in the kindergarten department.Defining terms: -1-Realistic of Rational for Perception Allport (1955) defined it: an individual's interpretation of things as they are, not what they hope they are, and showing rationality in assessing the situation and adapting to it, confronting life's problems and having the determinants of what they want in life (Allport, 1955: 161).

2-Moral Decision Making
Kohlberg defined it: Choosing an alternative that conforms to the moral standards, principles, and values that govern the behavior of an individual or society (2: 1975, Kohlberg).Chapter two: The theoretical framework and previous studies The theory that explained the mature personality the theory of Gordon Allport (1967-1897) Allport emphasized that the behavior of an adult is sometimes driven by aggressive and sexual needs, although this represents only a small part of the function of a mature personality (Maarij 2015: 569), Allport was interested in the features, as the trait is something that actually exists, but we cannot see it rather, its existence is inferred through our observation of the established behavioral patterns of the individual in different situations, where it can be quantified by collecting a number of indications that indicate them when a number of stimuli are available to him during which the attribute and the degree of its availability are disclosed (Al-Dabaj, 1999: 34).Alloprt has presented more than one level of traits, which classified them according to their importance as follows: Great traits: They are the traits that focus on the personality of the individual and include motives, emotions, and salient traits such as courage and generosity, like the personality of Hatem Al-Tai, who was known for his generosity.Central traits: They are traits that have less control over a person's behavior, and in spite of that they are very important, such as possessiveness, ambition, competition and kindness.Secondary traits: They are traits that may not affect the behavior of the individual, but they appear from time to time (Abbas, 2011: 621).Kohlberg's theory (1975, Kohlberg Lowrennce) The main idea of Kohlberg's theory is that moral action depends on moral judgment and that the human mind undergoes continuous development through mental processes that include thinking, reasoning, education, remembering, understanding problems and solving them, while moral development indicates the emergence of the individual's ability to determine right and wrong and does not depend on acquisition standards direct community , but it stems from the child's attempts to solve or take as it is considered the demands and needs of people, and thus this leads to positive behavior to reach the ethical principles that show commitment and respect for social norms and values that help in providing a safe environment for members of society and this leads to achieving social justice that includes the rights of individuals Society and the right to equality for all (Muhammad, 2012: 56).

Kohlberg made assumptions about the concept of each stage:
1-The concept of the stage implies that the individual's development proceeds automatically, under the conditions of the natural environment, unless there are specific disabilities.2-The concept of the stage implies that each individual must walk within the decreed sequence of the previous stages.3-The concept of the stage implies that individuals pass through the same stages, with differences between them in the speed and content of their thinking in the same stage (Al-Bayraqdar, 1999: 29).

Chapter Three: Research Methodology and Procedures
Research methodology: In the current study, the two researchers used the descriptive approach to achieve the main objectives of this study.

Research community:
The research community consists of female students of the kindergarten department in the College of Basic Education / Al-Mustansiriya University for the morning and evening studies, with a number of (700) students distributed in four stages for the 2020/2021 academic year.The members of the research community are distributed as shown in Table (1):  Table (1 Research tools: First: The Realistic of Rational for Perception Defining the concept of rational perception of reality After the two researchers reviewed the previous studies that dealt with the concept, the theoretical framework and previous measures, and after defining the concept theoretically and procedurally, the rational perception scale of reality was built based on Allport's definition of rational perception of reality (which is the individual's interpretation of things as they are and not on what they hope to be, and to show rationality in estimating the situation, adapting to it, confronting life's problems, and owning determinants of what he wants in life), three areas of the scale were identified, and through each component (field), the scale paragraphs were formulated with (10) paragraph for the first component (social) (11) paragraph for the second component (psychological (9) paragraph for the third component (mental), (30) paragraph totaling the number of paragraphs of the scale before presenting it to the arbitrators, Appendix (2).A-The distinctive strength of the paragraphs of the scale of rational perception of reality the purpose to calculate the discriminatory strength of the paragraphs of the scale of rational perception of reality, the two researchers used the T-test for two independent samples, and It is evident from Table ( 4) that all the paragraphs had a good ability to distinguish between the extreme groups in degrees where all the calculated T values were greater than the tabular T value of (1.96) at the level of significance (0.05) and with the degree of freedom (258).

B-
The correlation of the score of the paragraph with the total score of the scale of rational perception of reality To verify this, the researcher used the Pearson correlation coefficient to calculate the relationship between the paragraph score and the total score of the scale, as in Table (5).The critical value of the correlation coefficient at the level of significance (0.05) and the degree of freedom ( 480) equals (0.088) It is evident from Table ( 5) that all the values of the paragraph degree correlation coefficient with the total score of the scale are statistically significant when compared to the critical value of the correlation coefficient of (0.088) at the level of significance (0.05) and with the degree of freedom (480), which confirms that all the paragraphs of the scale are consistent among them in measuring the same concept.

C-The relevance of the paragraph's score to the overall score of the field to which it belongs
In order to calculate the sub-dimensions of the scale, the two researchers used the Pearson correlation coefficient, to find out the relationship between the degree of each paragraph of the scale and the total degree of the field to which it belongs, and the results showed that all the values of the correlation coefficient are statistically significant when compared to the critical value of the correlation coefficient of (0.088) as it is.Shown in  6) that all the values of the paragraph degree correlation coefficient with the total degree of the field to which it belongs were statistically significant when compared to the critical value of the correlation coefficient, which confirms that the paragraph measures what the field to which it belongs.D -Correlation of the domains of the rational perception scale of reality: To calculate the correlation of the domains of the rational perception scale of reality with each other, the two researchers used the Pearson correlation coefficient, as shown in Table (7 The critical value of the correlation coefficient at the level of significance (0.05) and the degree of freedom ( 480) equals (0.088)It is evident from Table ( 7) that all the values of the correlation coefficient of the scale fields with each other are statistically significant when compared with the critical value of the correlation coefficient of (0.088) at a level of significance (0.05) and with a degree of freedom (480), which confirms the consistency of the fields between them in the measurement the same concept, the two researchers verified the validity with apparent validity and its percentage was (100%) and the construction was validated by the method of retesting, and its percentage was (0.860) and the Alpha Cronbach percentage was (0.828).
Second: The measure of ethical decision-making Define the concept of ethical decision-making After defining the concept theoretically and procedurally, the two researchers built the ethical decisionmaking scale based on the definition of (Kohlberg), which is (choosing an alternative that conforms to the ethical standards, principles and values that govern the behavior of the individual or society), and this scale fits with the research sample and has the necessary psychometric characteristics and conditions, determine the stages of moral decision-making based on the stages of Kohlberg's theory of moral judgment, namely: 1-Obedience and fear of punishment.2-Orientation towards personal benefit.3-Personal compatibility with the group's standards.4-Orientation towards law and order.5-The orientation towards the social contract.6-Orientation towards humanitarian ethical principles.By adopting the stages of moral decision-making in Kohlberg's theory, the domains of the ethical decision-making scale were constructed for the current research, where (6) positions were formulated, for one position (6) alternatives, each alternative represents a stage of Kohlberg's six stages in a sequential order according to its development and grades were taken (1) 2, 3, 4, 5, 6) and thus the number of alternatives for all positions became (36), an appendix alternative (5), attention was taken when formulating positions and paragraphs to be brief and clear.

Statistical analysis of paragraphs A-The distinctive strength of each paragraph:
To calculate the discriminatory strength of the items, the two researchers used the T-test for two independent samples, where they applied the scale on a sample consisting of (482) students, and  11) that all the calculated T-values are statistically significant when compared with the tabular T-value of 1.96, which confirms that the scale paragraphs have a good ability to distinguish between the two extreme groups in degrees.

B -The correlation of the score of the paragraph with the overall score of the ethical decisionmaking scale
The two researchers used the Pearson correlation coefficient to calculate the relationship of the degree of strength to the total degree of the scale, as in Table (12)  Table (12 12) that all the values of the correlation coefficient were statistically significant when compared to the critical value of the correlation coefficient of (0.088), the researcher verified the validity with apparent validity and the percentage was (100%), and the construction was validated by the method of retesting, and the percentage was (0.770) and the Alpha Cronbach rate was (0.741).

Chapter Four: Presentation and interpretation of results
The first goal: To know the rational perception of reality among female students of the kindergarten department.
To achieve the current goal, the two researchers used the T-test for one sample in order to find out the significance of the difference between the mean of the sample scores and the hypothetical average of the scale, where the results were as shown in Table ( 14) Table ( 14) the results of the T-test to find out the significance of the differences between the mean of the sample scores and the hypothetical mean of the scale The tabular T value at the level of significance (0.05) and at the degree of freedom ( 481) equals (1.96)It is evident from the table that the calculated T value of (64,891) is greater than the tabular T value of (1.96), which means that there are statistically significant differences between the average of the sample scores and the hypothetical average of the scale and this difference is in favor of the average of the sample scores, which indicates that students of the kindergarten department they are distinguished by a rational perception of reality.
The second objective: To know the differences in the rational perception of reality among female students in the kindergarten department, according to the school stage.
To achieve the current goal, the two researchers extracted the arithmetic mean and standard deviation of the four stages, as shown in Table (15).

Table (15) the arithmetic mean and standard deviation of the school stage variable The school stage The number Arithmetic mean Standard deviation
After calculating the arithmetic mean and standard deviation of the school stage, the researcher used the one-way analysis of variance to find out the significance of the differences between the averages, as the results were as shown in Table ( 6).Table ( 16) the results of the one-way analysis of variance to find out the significance of differences in rational perception of reality according to the school stage The F-value at the level of significance (0.05) and at the degree of freedom (3-478) equals (2.61)It is clear from Table ( 16) that the calculated F-value is greater than the tabular F-value of (2.61).This indicates that there are statistically significant differences in the rational perception of reality for female students in the kindergarten department according to the stage of study, to find out the source of the differences, the researcher used Shafeah test for dimensional comparisons, where the results were as shown in Table (17 17) shows the significance of the differences between the average of the first stage and the average of the second stage and between the average of the first stage and the average of the fourth stage, and this difference in favor of the first stage, as the difference between the averages was greater than a Shaivyah value, while the difference between the mean of the second stage and the fourth stage was greater than the calculated Shaivyah value, and this difference is in favor of the second stage.
The third goal: Know the ethical decision-making of female students in the kindergarten department, according to the levels and stages of Kohlberg.
In order to achieve the current goal, the two researchers calculated the arithmetic mean and the standard deviation for each stage and for all stages, as shown in Table (18 It is evident from table (18) that the students of the kindergarten department in the four stages fall into the fourth stage of the Kohlberg stages, as there are no differences between the grades of the students according to the academic stages, the first stage, the second stage, the third stage, and the fourth stage in moral decision-making as the first stage was a function of an arithmetic mean The second stage is a function with an arithmetic mean (5,077), the third stage with an arithmetic mean (5,363) and the fourth stage with an arithmetic mean (3,910), meaning that each academic stage falls in the fourth stage of Kohlberg's ethical stages.
Fourth Objective: Identify the differences in ethical decision-making among female students in the kindergarten department, according to the school stage.
To achieve the current goal, the two researchers extracted the arithmetic mean and standard deviation for the four stages, as shown in Table (19).

Table (19) the arithmetic mean and standard deviation of the variable of the school stage
After calculating the arithmetic mean and standard deviation of the educational stages, the researcher used the one-way analysis of variance to find out the significance of the differences between the averages, as the results were as shown in Table ( 20)  20) that the calculated F-value is greater than the tabular F-value of (2.61), which indicates the existence of statistically significant differences in the ethical decision-making of the students of the kindergarten department according to the educational stages, to find out the source of the differences, the researcher used a Shaivyah test for comparisons the dimensionality, where the results were as shown in Table (21).

Table (21) Shaivyah test results for the dimensional comparisons between averages of educational stages
It is clear from Table (21) that there are differences between the averages of the first stage and the averages of the fourth stage, and this difference is in favor of the first stage and between the averages of the second stage and the average of the fourth stage, and this difference is in favor of the second stage, as the difference between the averages was greater than the calculated value of Shaivyah, while the difference between the average of the third stage and the fourth stage was greater than the value of the computed Shaivyah, and this difference is in favor of the third stage.The results indicate that the members of the research sample fall into the fourth stage (commitment to laws, social order and respect for authority) of the stages of Kohlberg's theory, and it is also the same stage within which (65%) of people fall within according to Kohlberg's theory and from different cultures in the world.Fifth Objective: To know the relationship between rational perception of reality and moral decision-making among students of the kindergarten department.To verify the current goal, the two researchers used the Pearson correlation coefficient to find out the relationship between rational perception of reality and moral decision-making among students of the kindergarten department, where the results were as shown in  22) that the value of the correlation coefficient between rational perception of reality and moral decision-making among students of the kindergarten department is (0.20) to test the significance of the correlation coefficient, the researcher used the T-test, where the calculated T value for the significance of the correlation coefficient was greater than the tabular T value of 1.96, which means that there is a weak relationship between the rational perception of reality and the moral decision-making of the kindergarten students.Recommendations: Establish educational workshops that support students' perception of reality, methods of dealing with it, and how to properly make ethical decisions.Suggestions: Conducting a study similar to the current research on different age groups and other social strata and comparing its results with the results of the current study.-Al-Bayraqdar, Tanhyd Adel Fadhel (1999)

Sources
) the values of the coefficient of correlation of the paragraph score with the total score of the scale of the correlation coefficient at the level of significance (0.05) and the degree of freedom (480) equals (0.088)It is evident from Table( Reality 482 125,570 12,034 90 481 64,891 1.96 D. : Moral Governance Among Students of Teacher Education Institutes in Nineveh Governorate, Unpublished Master Thesis, College of Education, University of Mosul -Al-Abayji, Nada Fattah (1989): The growth of the concepts of honesty and validity among Iraqi children from the age of (13-15), an unpublished master's thesis, College of Education (Ibn Rushd) University of Baghdad -Tawq, Mohi El-Din (1980): The economic and social level and birth arrangement and its effect on moral development on a sample of Jordanian children, Journal of Social Sciences, Kuwait -Al-Azzawi, Maisarah Nabil Ibrahim (2005): Characteristics of personality and its relationship to appearing behavior among Iraqi women, unpublished master's thesis, College of Arts, University of Baghdad, Baghdad.-Jaber, Abdel-Hamid Jaber (1990): Theories of personality, construction, dynamics, growth, research methods, evaluation, Dar Al-Nahdah for Publishing and Distribution, Cairo.-Al-Dabaj, Nada Abdul-Baqer (1999): Building a Mature Personality Scale for University Youth, an unpublished master's thesis, College of Education, University of Baghdad, Baghdad.-Al-Defaeiy, Mona Muhammad Salloum (2018): The appropriate struggle and rational perception of reality and its relationship to effective change among students of the Kindergarten Department, unpublished PhD thesis, College of Education for Girls, University of Baghdad, Iraq.-Abbas, Mai Ali (2011): The mature personality of department heads and their relationship to the abundance of experience they have from the point of view of the teaching staff, Journal of the College of Basic Education, College of Education for Girls, University of Baghdad -Muhammad, Ghalia Muhammad Abd al-Salam (2012): Different levels of moral governance according to some variables, a field study of a sample of students in the basic education stage in the city of Ajdabiya,

) Distribution of the members of the current research community according to the stage of
The researcher selected the sample as follows: Statistical analysis sample: The research sample consisted of (482) students from Al-Mustansiriya University / College of Basic Education, distributed in four stages, and the two researchers also used in selecting the research sample the random stratified method (proportional selection method) and this sample is representative of the research community itself, and Table (2) ) Explains that Table (2) the main research sample S

Table ( 5
) the values of the coefficient of correlation of the paragraph score with the total score of the scale Paragraph Sequence Table (6) the following: Table (6) the values of the coefficient of correlation of the paragraph degree with the total degree of the field to which it belongs ) Table (7) the values of the domains correlation coefficient with each other

value at the level of significance (0.05) and at the degree of freedom (258) equals (1.96).
Table (11) illustrates that Table (11) coefficients for distinguishing the paragraphs of the ethical decision-making scale It is evident from Table (

Table (
) Table (17) Shaivyah test results for the dimensional comparisons between the averages of the educational stage

The scholastic stage The first stage The second stage The third stage The forth stage Stages as whole
)Table (18)the arithmetic mean, standard deviation, and rank for each stage and for all stages