Going Deep into Mechanisms for Moral Reasoning Growth: How Deep Learning Approaches Affect Moral Reasoning Development for First-year Students |
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| Authors: | Matthew J Mayhew Tricia A Seifert Ernest T Pascarella Thomas F Nelson Laird Charles F Blaich |
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| Institution: | (1) New York University, 239 Greene Street, Suite 300, New York, NY 10012, USA;(2) Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, M5S 1V5, Canada;(3) University of Iowa, Iowa City, IA 52242, USA;(4) Indiana University at Bloomington, Bloomington, IN 47405-3905, USA;(5) Center of Inquiry in the Liberal Arts at Wabash College, Crawfordsville, IN 47933, USA |
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| Abstract: | The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of
1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep
approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral
reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering
of students, we found that the integrative learning subscale, which captures students’ participation in activities designed
to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year
students. Implications for researchers and practitioners are discussed. |
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