首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Abstract

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed.  相似文献   

2.
ABSTRACT

The Defining Issues Test (DIT) has been the dominant measure of moral development. The DIT has its roots in Kohlberg’s original stage theory of moral judgment development and asks respondents to rank a set of stage typed statements in order of importance on six stories. However, the question to what extent the DIT-data match the underlying stage model was never addressed with a statistical model. Therefore, we applied item response theory (IRT) to a large data set (55,319 cases). We found that the ordering of the stages as extracted from the raw data fitted the ordering in the underlying stage model good. Furthermore, difficulty differences of stages across the stories were found and their magnitude and location were visualized. These findings are compatible with the notion of one latent moral developmental dimension and lend support to the hundreds of studies that have used the DIT-1 and by implication support the renewed DIT-2.  相似文献   

3.
The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.  相似文献   

4.
Abstract

This study examined the effects of the Facing History and Ourselves (FHAO) human rights program on moral development and psychological functioning. The FHAO curriculum significantly increased 8th grade students’ moral reasoning (Rest's 1979 Defining Issues Test) without adversely impacting on their psychological well‐being (scores on depression, hopelessness or self‐worth inventories). Girls were more empathic and had higher levels of social interest; boys had higher global self‐worth scores; there were no differences between boys and girls in their moral reasoning scores and no gender differences in the psychological impact of the course. This study adds to the literature which suggests that human rights education positively affects students’ moral development.  相似文献   

5.
Recent critics of the Defining Issues Test (DIT) suggest that moral judgment development as currently measured is neither developmental nor moral. Instead, scores on the DIT are claimed to be the result of political attitudes or verbal ability. In making such claims, these critics raise the possibility that the validity of the DIT is suspect as well as the construct it purports to measure. We begin our response with an overview of the various claims that DIT scores reduce to political attitudes or verbal ability. Then, a relevant sample of the DIT literature is summarized in order to assess the degree to which relationships between DIT scores and criterion variables typically used to support the validity of the DIT can be explained by political attitudes or verbal ability. This summary suggests that moral judgment development as measured by the DIT provides a unique source of information that cannot be explained by general/verbal ability or political attitudes.  相似文献   

6.
Abstract

After a brief discussion on the need for more effective teacher education programmes in the United States, the article presents a first attempt to link moral and psychological education with a teacher training curriculum. Employing a sample of pre‐service teachers, the course in educational psychology was redesigned to deliberately teach counselling techniques as a means of stimulating ego and moral development. The results indicate positive shifts on both the Loevinger test of ego development and Kohlberg post‐conventional moral maturity using the Rest, Defining Issues Test. The relation between teacher training and development is detailed. It is strongly suggested that teacher education should adopt a developmental framework for both goals and instructional strategies.  相似文献   

7.
Explorations of relationships between Haidt’s Moral Foundations Questionnaire (MFQ) and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 (DIT-2) schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding foundations. Structural models using these higher order factors fitted the data well, and findings indicated that the Binding foundations significantly positively predicted Maintaining Norms and negatively predicted both overall moral judgment (N2) and the Postconventional Schema. Neither Individualizing nor Binding foundations significantly predicted Personal Interest. While moral judgments assessed by DIT-2 may not be evoking the MFQ foundations, findings here suggest the MFQ may not be a suitable measure for capturing more advanced moral functioning.  相似文献   

8.

The argument is made that psychometric forms of assessment are essential to the large-scale adoption of developmental approaches to moral education. In this respect, the Defining Issues Test has been an invaluable tool for research and practice in moral education. However, because such instruments are based upon previous developmental research, they are by definition derivative and unsuited for basic research on moral development. In addition standardised measures, while essential to educational research on the correlates of moral growth, run the risk of reifying extant views and assumptions about morality and moral development. Thus, such measures may stand in the way of generating new knowledge and/or impeding the assimilation of alternative conceptions of morality and social development within educational research and practice. To avoid these problems, while at the same time benefiting from the utility of measures such as the DIT, requires a constant reciprocal interaction between the generation of standardised measures and basic developmental research.  相似文献   

9.
This paper presents three studies exploring the relationship between emotional responses to classic cognitive developmental moral dilemmas and moral reasoning indices as measured by the Defining Issues Test (DIT). Each study indicated that certain moral dilemmas elicit varying levels of anger and sadness as compared to a neutral baseline. In each study, decreased moral reasoning was observed in those instances where reports in both sadness and anger were high following a dilemma. This did not occur, however, in those instances where only sadness or anger was high following a dilemma. Affective inductions prior to taking the DIT (study 3) did not impact trends beyond that found for individual moral dilemmas in studies 1 and 2. Although certain dilemmas elicited affective states that temporarily influenced reasoning, in general participants’ reasoning levels stayed consistent across dilemmas. Results are discussed in terms of the role of affect on the moral judgment process.  相似文献   

10.
Abstract

The present study investigated the strategies that elementary school teachers employ when they help other people resolve moral dilemmas. Thirty‐six elementary school teachers were randomly assigned to one of three groups and administered the ‘Defining Issues Test’ (DIT). Teachers in Groups One and Two were instructed to respond to the DIT as if they were helping a ‘10‐year‐old child’ or a ‘40‐year‐old adult’ resolve a number of difficult moral problems. Teachers in Group Three were instructed to respond to the DIT with their own opinions concerning the resolution of the same moral problems.

Results revealed that teachers made no differentiation between their own views as to the resolution of moral problems and the advice that they gave a 10‐year‐old child or a 40‐year‐old adult attempting to solve the same problems. The implications of these findings for moral education are discussed.  相似文献   

11.

Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its conceptualisation of moral judgement schemas are more apparent in a time of increasing respect for implicit knowledge and processing. The DIT offers a means of measuring moral judgement that fits with current views in cognitive science. Although the MJI and interview techniques generally are worthwhile for measuring production competence, the DIT is better able to measure understanding at the level that drives most decisions for most people.  相似文献   

12.
This paper reports a study designed to increase the moral reasoning and multicultural competence of White students in a counselling internship. An intervention was conducted to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of cultural competence, oppression and diversity. This study attempted to discern if the DPE model could make a difference in the promotion of moral reasoning and multicultural competence of counsellor interns. The Intervention Group showed significant gains compared to Comparison Group 1 and 2 in moral reasoning as measured by the Defining Issues Test‐2, as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale.  相似文献   

13.
  相似文献   

14.
Abstract

Using the Hartshorne and May circles test, cheating behavior was detected among 152 undergraduates under two situations: high threat, high supervision (HTHS) and low threat, low supervision (LTLS). Rest’s Defining Test was used to assess level of moral development. Among all subjects and across both situations it was found that subjects high in moral development cheated less than other subjects (p >.01). However, it was also found that in the LTLS situation, subjects high in moral development were just as likely to cheat as subjects low in moral development. The implications of the findings for moral education and the cognitive developmental theory of moral development are discussed.  相似文献   

15.
A study was conducted to assess the levels of moral development in gifted adolescents. The participants attended a one month intensive summer institute in which they were administered the Defining Issues Test (DIT) which measures levels of moral development. The results indicated that the students received scores above the norm for their age range. Implications and further considerations for educators are discussed.  相似文献   

16.
In this article the current empirical research on morality and giftedness is reviewed with an emphasis on moral sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high-ability students have been shown to be superior in moral judgment when compared to average-ability students, morality includes other components as well, such as sensitivity, motivation, and character. Furthermore, the critics of Kohlbergian research argue that moral reasoning does not necessarily lead to moral behavior. The gifted students might be able to give “correct” responses in the Defining Issues Test (DIT) test but their actual moral behavior cannot be predicted based on these test results. Hence, the limits of interpretation of these findings need to be acknowledged. The component of moral sensitivity is introduced with case studies regarding Finnish gifted students and Finnish Academic Olympians. The beliefs and values in academic work ethics of the Finnish Academic Olympians are discussed to give examples of how ethics can be combined with excellence in science. Some implications for the moral education of gifted students are suggested based on the research findings.  相似文献   

17.
This paper reports a longitudinal study of levels of moral reasoning in a convenience sample of Irish undergraduate university students, using the Defining Issues Test 2 (DIT2). The study was timely, as higher education institutions are becoming increasingly interested in the promotion of social capital and the development of the whole person. A total of 259 students completed the DIT2 at the beginning, mid-point and conclusion of their degree course. As with similar international studies, increases in levels of moral reasoning over time were statistically significant. However, Irish students' DIT2 scores were markedly lower than their international peers with 62% of graduating students at the pre-conventional and conventional stages. The paper suggests some context-related explanations for the under-performance of Irish students including the instrumentalist nature of Irish post-primary education, the prevailing culture of consensualism, authoritarianism and anti-intellectualism, the conflation of religious and moral education and the emphasis on economic outputs and contractual accountability.  相似文献   

18.
In this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey (DIT). The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program (JASP), and thresholding based on Bayes Factors (BF), to scholars in the field of moral education.  相似文献   

19.
This mixed-methods study explored the moral growth of undergraduates in a recreation management internship experience. The quantitative phase reported moral judgement gains in Personal Interest and Post-conventional schema, and N-2 scores, as measured by the Defining Issues Test 2 (DIT-2), among 33 interns. The case-study method used a pattern matching technique to show congruence between the theoretical patterns of Neo-Kohlbergian theory of moral development and observed patterns of judgement and action among 10 intern cases representing low and high levels of post-conventional reasoning as measured by the DIT-2.  相似文献   

20.
One hundred and twenty counseling students representing 10 programs across the United States were administered the Purdue Master Attitude Scale, the Defining Issues Test, the Index of Homophobia and a demographic questionnaire in an effort to identify attitudes of students to ward minority groups. A demographic profile of these counselors in traning presents a picture of the typical American. They are fairly young, mostly caucasian, middle class and were raised in traditional two-parent families.The results of the instruments administered indicate that counseling students appear to reflect the dominant culture attitude with respect to homophobia by demonstrating average to high homophobia, while the Purdue Master Attitude Scale reflects a somewhat overall positive attitude toward ethnic minorities.In terms of statistical analyses, level of moral judgment, as measured by the Defining Issues Test, was significantly related to attitude to ward ethnic and sexual preference minorities. Individuals with more favorable attitudes demonstrated higher levels of moral reasoning and vice versa. Higher frequency of experience with minorities was significantly related to lower homophobia scores and demonstrated a trend in the direction of better attitude scores. Quality of experience, while not achieving significance, showed a trend with better quality ratings being related to better attitude toward ethnic minorities and lower homophobia scores.Paper presented to the International Round Table for the Advancement of Counselling, Utrecht, the Netherlands July 15, 1985.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号