PSYCHOLOGICAL PREDICTORS OF THE DEVELOPMENT OF MORAL AWARENESS OF SENIOR GRADE STUDENTS IN WAR CONDITIONS

Abstract

This article examines the fundamental psychological patterns that shape the development of moral consciousness in early adolescence. The article provides a theoretical analysis of the main modern models of moral development of the individual, as well as an analysis of the specifics of ethical self-determination of high school students under martial law in Ukraine. Based on a comprehensive empirical study, key predictors of the moral development of high school students were identified, among which the clarity of the self-concept, the ability to reflect, and the hierarchy of moral intuitions occupy a special place. Particular attention is paid to four indicators of moral maturity: levels of moral consciousness, ethical behaviour, ethical communication, and the level of ethical interpersonal relationships. It has been demonstrated that the development of moral consciousness in adolescence during wartime is a non-linear process that critically depends on psychological resilience and the nature of social interaction. It has been found that martial law provokes “moral hardening” in some high school students, accelerating the transition from conventional to post-conventional levels of morality. At the same time, the risks of moral deformation under the influence of chronic stress have been identified, which manifest themselves in the narrowing of the sphere of moral responsibility to the immediate environment. The moral consciousness of high school students in early adolescence evolves from compliance with external rules to autonomous reflection. A significant gap was found between declarative ethical awareness and low reflective moral status, indicating high school students’ vulnerability to conformity in situations of real stress. The stability of one’s moral stance is directly dependent on the clarity of one’s self-concept; therefore, personal uncertainty leads to blind submission to authority, which hinders ethical development. The results of the study allow us to identify certain psychotypes of high school students according to their level of ethical competence and to develop strategies for psychological and pedagogical support of the moral growth of young people in conditions of social instability. For the further moral development of high school students, educational influence should be differentiated. Targeted recommendations have been prepared for practical psychologists, teachers, and parents regarding each identified psychotype of high school students