Consistency and Inconsistency in Adolescents’ Moral Reasoning
Authors in the cognitive developmental tradition (e.g. Damon & Hart, 1988; Snyder & Feldman, 1984; Turiel, 1983) have created models to explain transition between stages of development. This study introduces consistency and inconsistency of moral reasoning as patterns of moral thinking and p...
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| Published in: | International journal of behavioral development 1997-12, Vol.21 (4), p.813-836 |
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| Main Authors: | , |
| Format: | Article |
| Language: | eng |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | Authors in the cognitive developmental tradition (e.g. Damon & Hart, 1988;
Snyder & Feldman, 1984; Turiel, 1983) have created models to explain
transition between stages of development. This study introduces consistency and
inconsistency of moral reasoning as patterns of moral thinking and presents
implications for moral education. Consistency and inconsistency are determined by
the level of “stage mixture” scored on the Defining Issues Test.
A 2 × 2 quasi-experimental design was created. Participants were 52,
15-year-old male high school students. Moral judgement was the dependent variable.
Consistency, inconsistency, and the experimental procedures were independent
variables. Results showed a significant interaction between levels of consistency
and educational methods (P < .014), a developmental progression for
the condition inconsistent experimental (P < .004), and a predicted
pattern of change for the condition consistent experimental (P <
.001). The authors concluded that consistency and inconsistency of moral reasoning
require different assumptions for the promotion of moral development. |
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| ISSN: | 0165-0254 1464-0651 |