Abstracts - Earli

suggest that the acceptance of authority does not diminish by age but changes in its quality:confidence seems to play an important role. A second study examining self-attributed moralemotions following rule transgressions in school is shown. Two groups of children and adolescentswere interviewed about moral rule transgressions in school: students attending elementary andgrammar school and students attending a school for those with special needs (emotional andbehavioural deficits). There are significant differences between the two groups. The resultsindicate that moral emotions are strongly associated with the acceptance of rule transgression. Atleast data of group discussions and interview studies on autonomy, especially emotionalautonomy, in school is presented. The results of all studies will be discussed together in order toderive pedagogical implications. The findings support the importance of emotions in developing amoral identity and highlight the role of autonomy. Therefore education of moral emotions andteachers’ autonomy support are as important as the practice of dilemma discussions in school.The relationship among the value system and the adaptation system of Ethiopian-born adolescentimmigrant studentsEli Shitreet, Bar Ilan University, IsraelNava Maslovaty, Bar Ilan University, IsraelYaacov Iram, Bar Ilan University, IsraelThe aims of the study are: to examine the relationships between the value system of Ethiopia-bornadolescent immigrants and their scholastic, social and behavioral adaptation ; and to compare theadaptation system, according to educational framework. Ethiopian-born youth go throughacculturation processes in their adaptation to Israeli society. They face the dilemma of preservingthe values of their heritage versus internalization of the values and ways of behavior of Israelisociety. Berry (1997) suggests four acculturation strategies: integration, assimilation, conservationand marginalization. The adolescents’ value system was examined( Schwartz ,1992). The theory,consists of values organized on two bipolar continua: "conservation" versus "openness to change,"and "self-enhancement" versus "self-transcendence." Scholastic, social and behavioral adaptationswere studied too. Sample: 150 Ethiopian-born adolescents studying in youth villages and in a dayschool. Questionnaires: a value system questionnaire (PQ) by Schwartz, Lehman & Melch (1999);a questionnaire to identify personal acculturation processes based on Berry’s (1997) theory; anadaptation questionnaire (Shitreet, 2006). Findings 1. The girls’ behavioral adaptation was higherthan boys; positive correlation was found between level of religiosity and adaptation. 2. The morethe adolescents valued socially-oriented values, their social and behavioral adaptation increased. 3."Integration" strategy was connected to an increase in social and behavioral adaptation."Marginalization" strategy was connected to a decline in most of the adaptation measures."Assimilation" strategy was connected to a decline in social and behavioral adaptation among theadolescents in the day school. For the "separation" strategy, no clear trend was found. The studyconfirmed a model to predict the adaptation of Ethiopian born adolescents, combining bothSchwartz’s and Berry’s theories.The Relationship among gender and ethnic origin and adolescents’ system of civil –democraticperceptions, attitudes and behaviorsDorit Alt, Bar Ilan University, IsraelNava Maslovaty, Bar Ilan University, IsraelArie Cohen, Bar Ilan University, IsraelThe aim of the research was to examine the relationship of personal background variables such asgender and ethnic origin to adolescents’ system of civil-democratic perceptions, attitudes and– 611 –