مریم الهی زاده

Background: The aim of this study was to investigate the effectiveness of Kohlberg’s dilemmas teaching methods and induction of positive emotion on emotional expectations and moral decision making of adolescent girls. Method: The research method was quasi-experimental (pre-test and post-test) with a control group. The statistical population was all female students in the first grade of high school (second year) in Yasuj province who were selected by multi-stage cluster sampling and randomly assigned to three groups (n=30). The experimental and control groups completed the scenarios of emotional expectations and daily ethical decision-making tasks as pre-test and post-test. Multivariate analysis of covariance was used to analyze the data. Results: The data showed that Kohlberg’s hypothetical dilemmas methods and induction of positive emotion in the post-test stage were effective in improving emotional expectations and moral decision making (p <0.001). The results of post hoc test showed that there was a significant difference between the intervention groups (Kohlberg’s hypothetical dilemmas and induction of positive emotion) with the control group (p = 0.001). Conclusion: Kohlberg’s hypothetical dilemmas teaching method and induction of positive emotion are effective on emotional expectations and moral decision making of first grade high school female students.