A Longitudinal Study of Moral Judgment.

Autor/inn/en	Colby, Anne; und weitere
Institution	Harvard Univ., Cambridge, MA. Graduate School of Education.
Titel	A Longitudinal Study of Moral Judgment.
Quelle	(1983), (198 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Chronological Age; Developmental Stages; Educational Background; Intelligence Quotient; Longitudinal Studies; Males; Moral Development; Moral Values; Research Design; Research Methodology; Socioeconomic Influences; Test Reliability; Test Validity; Value Judgment + Suchen Sie Ihr Suchwort? Vorbildung; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Moralische Entwicklung; Moral value; Ethischer Wert; Forschungsdesign; Research method; Forschungsmethode; Sozioökonomischer Faktor; Testreliabilität; Testvalidität; Werturteil
Abstract	A 20-year study to verify Lawrence Kohlberg's theory of moral development through a new research design, the Standard Issue Scoring System, is reported. Kohlberg theorizes that an individual progresses through several stages in attaining moral judgment. As children grow older, they are able to integrate diverse points of view on a moral conflict. Thus, each stage presupposes understanding gained at previous stages. The Standard Issue Scoring System for monitoring developmental stages replaces earlier evaluation techniques which have not proved reliable. A major portion of the document is devoted to a detailed description of the method, reliability, validity, and results of Standard Issue Scoring. The study found that the 50 males interviewed (6 times in 3- to 4-year intervals) proceeded through the stages in the hypothesized sequence. Moral judgment was found to be positively correlated with age, socioeconomic status, IQ, and education. The Standard Issue Scoring System was found to provide a valid measure. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC