S p i r i t ua l i t y S t u d i e s 6 - 1 S p r i n g 2 0 2 0 3 1 Martin Brestovanský Table 2. Pearson Correlations between Ethics Education Evaluation (EEE) and teacher’s interpersonal behavior in two measures (T3, T4) Leadership Helping / friendly Understanding Responsibility Uncertain Dissatisfied Admonishing Strict EEE 2017 ,618 ** ,582 ** ,549 ** ,471 ** -,493 ** -,548 ** -,484 ** -,226 ** EEE 2018 ,591 ** ,553 ** ,447 ** ,499 ** -,377 ** -,422 ** -,351 ** -,235 ** N2017 = 307; N2018 = 255; **p<.001 Table 3. The differences between students' quality of meaning in life based on Ethical Education Evaluation in two repeated measures (T3, T4) 2017 2018 N Mean SD N Mean SD MiL– general Highest quartil in EEE 86 72,60*** 7,357 64 69,28* 8,439 Lowest quartil in EEE 70 65,00 8,761 58 65,40 9,247 MiL– cognitive Highest quartil in EEE 99 22,97*** 3,770 79 22,33* 3,689 Lowest quartil in EEE 74 20,20 3,861 64 20,75 4,156 MiL– motivation Highest quartil in EEE 98 23,95*** 3,241 74 23,24* 3,338 Lowest quartil in EEE 77 21,92 3,648 68 21,91 3,428 MiL– affective Highest quartil in EEE 89 26,24*** 2,369 68 24,44** 3,759 Lowest quartil in EEE 72 22,50 3,627 66 22,45 3,993 MiL (Meaning in Life); *p<.05; **p<.01; ***p<.001; Independent Samples T-Test
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