Moral intelligence, defined as the conscious choice of what is most appropriate and beneficial at individual and societal levels, is considered a significant competency possessing the potential to produce solutions to various problems encountered in human life. In this context, it is considered one of the fundamental problem areas in which the effectiveness of moral intelligence can be evaluated in helping high school students navigate adolescence—a period characterized by identity crises, social adaptation, and social status—and in reducing the risk of their emotional and psychological vulnerabilities evolving into trauma. In this context, our research, which aims to contribute to the development of high school students' competencies in overcoming the characteristic problems of their developmental period and managing this process healthily, was designed to determine the general moral intelligence levels of high school students and to reveal the influence of variables that influence moral intelligence. In this study, conducted within the framework of a survey model, data were collected online from 418 high school students using a "Personal Information Form" and the "Yakut Moral Intelligence Scale." The data obtained were analyzed using SPSS 24.0 for frequency, arithmetic mean, and standard deviation. Non-parametric Mann-Whitney U and Kruskal-Wallis H tests were applied because the survey data did not exhibit a normal distribution. The level of significance was accepted as p<0.05, and the analyses revealed that the sample's general moral intelligence levels were above average; that variables such as gender, economic status, life satisfaction, future optimism, and purpose of social media use led to statistically significant differences in moral intelligence; and that the difference created by leisure time preferences was not significant.
Religious Psychology, Moral Intelligence, High School Students
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