Going Deep into Mechanisms for Moral Reasoning Growth: How Deep Learning Approaches Affect Moral Reasoning Development for First-year Students

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 e...

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Bibliographic Details
Published in:Research in higher education 2012-02, Vol.53 (1), p.26-46
Main Authors: Mayhew, Matthew J., Seifert, Tricia A., Pascarella, Ernest T., Laird, Thomas F. Nelson, Blaich, Charles F.
Format: Article
Language:English
Subjects:
Academic learning
Cognition & reasoning
Cognitive Style
College Freshmen
College students
Colleges
Education
Educational activities
Higher Education
Learner Engagement
Learning
Learning Processes
Liberal arts education
Literature Reviews
Moral Development
Morality
Student Characteristics
Student Development
Student diversity
Student Participation
Thinking Skills
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Summary: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.
ISSN:0361-0365
1573-188X
DOI:10.1007/s11162-011-9226-3