Moral reasoning development and graduate education

Stephen J. Thoma, Mark L Davison

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

The Defining Issues Test (DIT) of moral reasoning development was administered to 20 advanced and 20 first-year graduate students, plus 40 college graduates matched to the graduate groups on sex, age, and verbal ability. A two-way ANOVA design was used to infer whether graduate education, selection, maturation, or a combination of these effects is (are) associated with group differences on the DIT. Results suggest that differences found between the graduate students and college graduates can be accounted for by a combination of maturational and selection effects, contrary to the hypothesized effects of formal education.

Original languageEnglish (US)
Pages (from-to)227-238
Number of pages12
JournalJournal of Applied Developmental Psychology
Volume4
Issue number3
DOIs
StatePublished - Jan 1 1983

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