Abstrakt

Moral values play an important role in everyone’s life - they are a guideline for one’s actions, a kind of internal compass providing direction to one’s activities on every level of functioning. In this perspective, moral values become a “filter” that determines the character of the subject’s actions in pursuit of the chosen goal. The school environment, being one of the planes on which the youth functions, is the area where educational achievements, such as: learning results and behavioral assessment, are one of the elements determining the effectiveness of didactic-educational activities carried out by other school subjects, including axiological education, and within it, extremely important, effective moral education, including such values as: responsibility, righteousness, loyalty, truth and kindness. The realization of values is the basis for strengthening intrinsic motivation, which is an important factor in the pursuit of the set objective, i.e. specific educational goals expressed as school grades, behavioral assessment, participation in competitions and contests. An important stage in the process of upbringing is the clarification of values, which in the first phase refers to self-reflection on one’s own behavior, attitudes, feelings, interests and chosen goals, which then leads to the realization and evaluation of one’s own value system. The analysis of the student’s own actions in the perspective of educational achievements in terms of the realization of moral values reveals different spaces for axiological education that require actions on the part of the tutor. The aim of the study is to present how the realization of moral values – responsibility, righteousness, loyalty, truth and kindness – affects educational achievements in the opinion of the analyzed secondary school students.