Gifted Children's Perception of Divorce

1987 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Carolyn Falk
Keyword(s):  
Socioeconomic Status ◽  
Moral Reasoning ◽  
Middle Grades ◽  
Coping Skills ◽  
Gifted Students ◽  
Defining Issues Test ◽  
Advanced Level ◽  
Self Blame ◽  
The Family ◽  
Additional Variance

Forty-one students from middle grades, some gifted and some not, some with experience with divorce in their families and some who were not, were administered a series of interviews, produced writing samples, and were given a subtest of the Defining Issues test. All groups saw the family as an important unit for them and its break up a serious matter regardless of whether they had personally experienced divorce. The most commonly reported theme in the stories was self blame, and there was hope that the separated parents would reunite. The gifted students gave longer stories and were able to take the perspective of adults as well as children in their stories. The gifted students also showed a stronger desire to want to understand the reasons for the dissolution of the marriage and, as might be expected, showed a more advanced level of moral reasoning. Additional variance, however, was contributed by the socioeconomic status of the family and the particular school attended making these findings merely suggestive and calling for more detailed investigation into the special coping skills against crisis demonstrated by gifted students.

Individual Differences in IQ, Daydreaming and Moral Reasoning in Gifted and Average Adolescents

1984 ◽  
Vol 7 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Bruce B. Henderson ◽  
Steven R. Gold ◽  
Kay Clarke
Keyword(s):  
Moral Reasoning ◽  
Three Dimensional ◽  
Gifted Students ◽  
Defining Issues Test ◽  
Fear Of Failure ◽  
Reasoning Ability ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Average Group ◽  
Older Adolescents

Previous research found factorial independence between IQ and daydreaming in both gifted and average children and adolescents, supporting Hogan's (1980) three-dimensional model of intelligence. The present study was designed to replicate and extend these findings to older adolescents. The second aim of this research was to relate the decline in guilt and fear of failure daydreams that has been found in studies of children, adolescents, and college students to the development of moral reasoning ability. A total of 98 gifted students and 104 average students in grades 9 through 12 completed a revised form of the Imaginal Processes Inventory and the Defining Issues Test. Measures of daydreaming style were again found to be independent of intelligence. The gifted group was also found to have fewer guilt and fear of failure daydreams and more positive-constructive daydreams than the average group. No relationship was found between moral judgment and guilt and fear of failure daydreaming.

scholarly journals Conceptual causal models of socioeconomic status, family structure, family functioning and their role in public health

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Frederik Booysen ◽  
Ferdi Botha ◽  
Edwin Wouters
Keyword(s):  
Public Health ◽  
Socioeconomic Status ◽  
Family Functioning ◽  
Family Structure ◽  
Empirical Studies ◽  
Social Determinant ◽  
Causal Models ◽  
Family Socioeconomic Status ◽  
The Family ◽  
Social Determinant Of Health

AbstractSocial determinants of health frameworks are standard tools in public health. These frameworks for the most part omit a crucial factor: the family. Socioeconomic status moreover is a prominent social determinant of health. Insofar as family functioning is poorer in poor families and family structure and functioning are linked to health, it is critical to consider the pathways between these four constructs. In this correspondence, we reflect on how empirical studies of this conceptual nexus mirror two causal models. We conclude by reflecting on future directions for research in this field.

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting
Keyword(s):  
College Students ◽  
Problem Solving ◽  
University Students ◽  
Moral Reasoning ◽  
Ethical Reasoning ◽  
Defining Issues Test ◽  
Control Group ◽  
Challenge Course ◽  
Significant Difference ◽  
The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

Collectivism in Moral Development

1997 ◽  
Vol 80 (3) ◽  
pp. 967-975 ◽  
Author(s):  
Chang-Ho C. Ji
Keyword(s):  
Graduate Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Defining Issues Test ◽  
T Test ◽  
Regression Analyses ◽  
Asian People

This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.

scholarly journals Differences in Moral Reasoning Among Medical Graduates Compared With Graduates of Other Degrees and Adults Without Professional Degrees

2021 ◽  
Author(s):  
Maria Guadalupe Jean-Tron ◽  
Diana Ávila-Montiel ◽  
Horacio Márquez-González ◽  
Gina del Carmen Chapa-Koloffon ◽  
José Antonio Orozco-Morales ◽  
...  
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Education Level ◽  
Defining Issues Test ◽  
Master's Students ◽  
Social Construct ◽  
Medical Graduates ◽  
Education Levels ◽  
Natural Characteristic ◽  
Professional Degrees

Abstract Background. When we talk about morality, a question arises as to whether it is a natural characteristic of humans—that is, whether it is what people should pursue as individuals or whether it is a social construct. Kohlberg established six progressive stages of moral judgment that form three levels of moral development, showing the development of people’s thinking on moral issues that is characterized by the aforementioned criteria. Methods. This study’s objective was to compare the level of moral reasoning among graduate students in medicine with a group of young graduates from other degrees and a group of non-professional adults.The moral reasoning questionnaire (Defining Issues Test, DIT) designed by James Rest based on Kohlberg’s theory (Rest 1979) was applied. In total, 304 questionnaires were completed. Results. Depending on the population studied, differences have been found in the profile of moral development. The profile of family clinic users showed a very high predominance of subjects in category 1 at 70%, but only 4.5% in category 3, while in the group of pediatric specialty students, 37.5% were found in category 1 and 34% in category 3. They were the group with the highest percentage in this category. This vast difference could be because the differences in the age and socio-education levels of the beneficiaries are much wider than that of the residents. However, differences are also found if the profiles of residents are compared with those of master’s students because the latter comprised 56% in category 1 and 19% in category 3. We also found differences in the profiles of moral development based on the highest education level. Conclusions. Based on the results of this study, the population could be classified into three levels of moral development, the first level being the predominant one and the third the least common, as we expected prior to the study. The reason why some individuals reach the highest level while others do not remains a question to be addressed. The results show us that there is a difference in some populations depending on education level and even the type of degree pursued.

scholarly journals Impact of Severity of Chronic Liver Disease on Health-Related Economics

2020 ◽  
Vol 20 (6) ◽  
Author(s):  
Fakhar Ali Qazi Arisar ◽  
Muhammad Kamran ◽  
Ramlah Nadeem ◽  
Wasim Jafri
Keyword(s):  
Socioeconomic Status ◽  
Liver Disease ◽  
Chronic Liver Disease ◽  
Economic Status ◽  
Treatment Compliance ◽  
Chronic Liver ◽  
Medical Expenses ◽  
Severity Of Disease ◽  
The Family ◽  
The Impact

Background: Chronic liver disease (CLD) is one of the leading causes of morbidity and mortality worldwide. It is accountable for a multifaceted disease encumbrance upsetting the psychological, physical, and economic health of not only the patients but also their caregivers. Objectives: The study purposes to cover the economic aspect of CLD to comprehend the financial burden imposed on the patients. Methods: This cross-sectional study was conducted at a tertiary care hospital in Karachi, Pakistan. The CLD patients presenting in gastroenterology clinics were recruited, and their socio-demographic, financial, and disease-related information including Model for End-stage Liver Disease (MELD) score and Child Turcotte Pugh (CTP) scores were collected. Out of 190 CLD patients enrolled, 127 (67.2%) were males. The mean age was 50.09 years. Variables assessed include self-perceived social/economic status, self-perception of disease responsibility for worsening of social/economic situation, the impact of the disease on economic status due to medical expense, the impact of economic status on treatment compliance due to medical expenses, impact of severity of disease on socioeconomic status and treatment compliance, and impact of gender on disease status and treatment compliance. Results: Regardless of the disease duration, CLD significantly impacted a patient’s life, as 81% and 69% of the patients blamed their disease responsible for the worsening of social and economic conditions, respectively. In our study, 85% of patients had consumed all savings during their course of illness, and 67% had to borrow money for medical expenses. Nearly half of the patients had to leave or cut short their medicines, skip the physician's appointment, or defer their children's education. One-third of patients had unpaid medical and utility bills or even skipped their meals. The severity of disease affected the socioeconomic status significantly (89% in CTP class C vs. 40% in CTP class A). Patients with worsening socioeconomic status had significantly higher MELD scores as compared to those with stable socioeconomic status. Conclusions: Chronic liver disease imposes incredible socioeconomic encumbrance on patients and the family unit, and CLD associated expenditures influence the family unit’s everyday working and therapeutic compliance, which is directly linked to the severity of disease expressed in terms of CTP and MELD scores.

scholarly journals Emotion Understanding Correlates With Parental Emotional Expressivity in Chinese Youths With Hearing Loss and Typical Hearing

2021 ◽  
Vol 12 ◽  
Author(s):  
Yousong Hu ◽  
Shuyang Dong ◽  
Fang Guan ◽  
Outong Chen ◽  
Jun Chen ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Language Comprehension ◽  
Emotion Understanding ◽  
The Self ◽  
Regression Coefficients ◽  
Emotional Expressivity ◽  
Regression Analyses ◽  
The Family ◽  
The Eu

This study aimed at examining the differences between Chinese youths with hearing loss (HL) and with typical hearing (TH) in emotion understanding (EU), parental emotional expressivity, and the associations between EU and parental emotional expressivity. The participants were 282 youths with HL (14.58 ± 3.42 years old) and 350 youths with TH (11.69 ± 2.49 years old). EU was measured by four visual-mode tasks, of which two involve language comprehension while the others do not. Parents reported positive and negative emotional expressivity on the Self-Expressiveness in the Family Questionnaire. Covariates were controlled for including socioeconomic status, parent gender, youth gender, age, intelligence, and teacher-reported comprehension difficulties. Results showed that the four EU tasks were more challenging for the youths with HL than for the youths with TH. The interaction effect of the two groups × 4 tasks was not significant, suggesting that the differences between the two groups of youths in EU were generally similar across the four tasks. The parents of the youths with HL did not differ from the parents of the youths with TH in how often they displayed positive and negative emotional expressivity. Multigroup regression analyses revealed that negative emotional expressivity was negatively related to EU in the youths with HL but not in the youths with TH. However, these two regression coefficients were not significantly different. Positive emotional expressivity was not related to EU in either group. In conclusion, this study extends the knowledge about the EU of Chinese youths with HL and emotion-related socialization of the parents of these youths.

A Note on Ethics Educational Interventions in an Undergraduate Auditing Course: Is There an “Enron Effect”?

2004 ◽  
Vol 19 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Christine E. Earley ◽  
Patrick T. Kelly
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Educational Interventions ◽  
Defining Issues Test ◽  
Accounting Students ◽  
The Public ◽  
Reasoning Abilities ◽  
Accounting Scandals ◽  
Accounting Courses ◽  
Context Specific

In light of recent accounting scandals and the ensuing “crisis in confidence” facing the public accounting profession, there is a new challenge to accounting educators: how to effectively incorporate ethics into accounting courses, and increase the moral reasoning abilities of their students. Providing accounting students with the ability to reason effectively with respect to moral dilemmas may help to minimize future judgment errors in accounting and auditing settings. This article describes several different educational interventions that were adopted in an undergraduate auditing course. Students' moral reasoning was assessed both at the beginning and the end of the course to determine whether their moral reasoning scores improved based on the interventions. This was done over two semesters: one occurring in 2001 (“pre-Enron”), and one occurring in 2002 (“post-Enron”). Accounting context-specific scores were collected in both semesters (using Thorne's [2000] Accounting Ethical Dilemma Instrument [AEDI]), and general moral reasoning scores (Rest's [1979] Defining Issues Test [DIT]) were also collected in the post-Enron semester. Results indicate increases in AEDI scores, which were robust over both semesters. There was no corresponding increase in DIT scores, which is consistent with previous research; however, students' DIT scores were not significantly different than AEDI scores, which is contrary to the findings of Thorne (2001). In addition, the educational interventions appear to be equally effective in both the pre-Enron and post-Enron semesters, indicating the absence of an “Enron effect.”

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