High Achieving Students and Moral Judgment

1993 ◽  
Vol 16 (3) ◽  
pp. 268-279 ◽  
Author(s):  
Darcia Narváez
Keyword(s):  
Moral Judgment ◽  
High Achievers ◽  
Alternative View ◽  
General Factor ◽  
Domain Specific ◽  
High Achieving Students ◽  
High Achieving ◽  
Relationship Of ◽  
The Relationship ◽  
Reporting Data

Research exploring the relationship of intellectual aptitude to moral judgment has indicated that, as a group, those with a high intellectual aptitude score significantly above their age peers on measures of moral judgment. These data support the contention that intelligence is a “general factor” that cuts across domains. Some theorists have advocated an alternative view, that intelligence is domain specific. In looking at high achievers, the current study offers support for both views by reporting data that indicate a dependence of moral judgment precocity upon high intellectual achievement. As a group, the high achieving students scored higher on the Defining Issues Test's Principled score. However, there was a wide variation in scores among the high achievers, indicating that apparent intellectual aptitude was not enough for high scores in moral judgment. This variance, along with the fact that no low achiever received an unusually high score, supports the “independent domains” hypothesis of intelligence.

Two Perspectives: On Self, Relationships, and Morality

1983 ◽  
Vol 53 (2) ◽  
pp. 125-145 ◽  
Author(s):  
Nona Plessner Lyons
Keyword(s):  
Moral Judgment ◽  
Psychological Theory ◽  
Theory And Practice ◽  
Self In Relation ◽  
Coding Schemes ◽  
Moral Decisions ◽  
Adolescents And Adults ◽  
Justice And Care ◽  
Relationship Of ◽  
The Relationship

Nona Plessner Lyons offers interview data from female and male children, adolescents,and adults in support of the assertions of Carol Gilligan (HER, 1977) that there are two distinct modes of describing the self in relation to others—separate/objective and connected—as well as two kinds of considerations used by individuals in making moral decisions—justice and care. She then describes a methodology, developed from the data, for systematically and reliably identifying these modes of self-definition and moral judgment through the use of two coding schemes. Finally, an empirical study testing Gilligan's hypotheses of the relationship of gender to self-definition and moral judgment is presented with implications of this work for psychological theory and practice.

Refusal of Killing a Stranger to Save Five Brothers: How Are Others’ Judgments Anticipated and Favored in a Moral Dilemma Situation?

2013 ◽  
Vol 4 (2) ◽  
pp. 9-12
Author(s):  
Ryo Oda
Keyword(s):  
Moral Judgment ◽  
Moral Dilemma ◽  
Surprising Result ◽  
Trolley Problem ◽  
Computational System ◽  
Rule Based System ◽  
Coordination System ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

One evolutionary theory of morality, examined here, is based on theories of kin selection while another has proposed that moral judgment is based on a Kantian rule-based system. Using the Trolley Problem, Kurzban et al. (2012) asked subjects to decide whether they would kill one person to save five others, varying the relationship of the subject with the others involved. They revealed that nearly half of the subjects reported that they would be unwilling to push one stranger to his/her death to save five brothers in a footbridge version of the Trolley Problem. In the present study, I tried to replicate this somewhat surprising result in Japanese participants, to investigate the robustness of the finding. I also examined how participants anticipated and favored the moral judgment of other people. If a Kantian decision was made according to the coordination system suggested by Kurzban et al. (2012), a Kantian decision, rather than a Hamiltonian decision, would be anticipated and favored as the decision of people generally. The results seem to support the discussion of Kurzban et al. (2012), that the computational system that delivers Kantian moral judgment functions to coordinate condemnation decisions.

scholarly journals Onto Semantic Tourism Information Retrieval

2018 ◽  
Vol 7 (4.7) ◽  
pp. 148 ◽  
Author(s):  
Shilpa S. Laddha ◽  
Dr. Pradip M. Jawandhiya
Keyword(s):  
Information Retrieval ◽  
Significant Role ◽  
Semantic Search ◽  
Efficient Search ◽  
Domain Specific ◽  
Search Results ◽  
User Query ◽  
Tourism Information ◽  
Relationship Of ◽  
The Relationship

Semantic Search is an area of research which focuses on meaning of terms used in user query. Ontology plays significant role to define the concept and the relationship of terms in domain. Since the understanding of concepts is domain specific, Ontology creation is also domain specific. According to this argument, query interpreted in Tourism domain can have different meaning in some other domain. This paper presents a prototype of information retrieval interface using ontology which can save users time by rendering relevant, precise and efficient search results as compared to traditional search interfaces.  

scholarly journals Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers

2020 ◽  
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton Karl Georg Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Personality Traits ◽  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) with students who are highly bored and high-achieving (thus, likely under-challenged). Hence, merely knowing that students are highly bored might be insufficient for drawing conclusions about students’ behavior and personality, without taking their achievement level into account. We, therefore, investigated if low- versus high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavior (social and emotional problems, positive/negative affect, emotion regulation), and personality traits (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low versus high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for the behavior and personality trait constructs, with only three exceptions: conduct problems and expressive suppression (higher for low achievers) and positive affect (higher for high achievers). In conclusion, our results suggest that high boredom can occur in both low and high achieving students and that bored low- and high-achievers show largely similar behaviors and personality profiles.

scholarly journals Scholars on the sidelines : a phenomenological study of high-achieving elementary students in southwest Missouri

2018 ◽  
Author(s):  
◽  
Kerri Cox
Keyword(s):  
Elementary Students ◽  
Phenomenological Study ◽  
Academic Experiences ◽  
Suburban Schools ◽  
High Achievers ◽  
Phenomenological Inquiry ◽  
Academic Challenges ◽  
High Achieving Students ◽  
High Achieving ◽  
Classroom Structures

High-achieving students are those who enter the classroom ready and able to learn. They demonstrate their abilities by earning high grades in their coursework and by receiving high scores on standardized tests. The purpose of this phenomenological inquiry was to articulate the lived experiences of high-achieving elementary students in suburban schools in southwest Missouri. How would high-achieving elementary students, their parents, and their classroom teachers describe the academic experiences of high-achieving elementary students in suburban schools in southwest Missouri? Specific research probes looked at the degree to which these students received differentiated instruction and sought to uncover the classroom experiences and academic structures that best support and most hinder these students? growth. The findings show that students have limited differentiated opportunities. In speaking to parents, students, and teachers, the following classroom structures and academic structures emerged as those that most hinder learning: (a) mixed-ability classrooms, (b) a focus on standardization, (c) teaching to the middle, and (d) personality clashes with teachers. The following classroom structures and experiences emerged from the data as those that support high-achieving students: (a) pursuing their passions in and out of the classroom; (b) supportive teachers; and (c) confronting and conquering academic challenges. Implications from this study could provide researchers, educators, and administrators more insight into the needs of high-achievers and recommendations for supporting these students in the classroom.

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