Der Defining-Issues-Tests (DIT) in der wirtschaftswissenschaftlichen Konsumforschung

2021 ◽  
Vol 50 (9) ◽  
pp. 4-9
Author(s):  
Nils Christian Hoffmann ◽  
Sebastian Müller
Keyword(s):  
Defining Issues Test

Der auf der kognitiven Entwicklungstheorie moralischen Urteilens von Kohlberg basierende Defining Issues Test (DIT) ist eine Methode, mit der sich Aussagen über die moralische Urteilsfähigkeit von Individuen treffen lassen. Mit Hilfe verschiedener Indizes können Handlungsdilemmata empirisch untersucht werden und so neue Impulse für die wirtschaftswissenschaftliche Forschung gewonnen werden.

Defining Issues Test

1974 ◽  
Author(s):  
James Rest ◽  
Douglas Cooper ◽  
Richard Coder ◽  
JoAnna Masanz ◽  
Douglas Anderson
Keyword(s):  
Defining Issues Test

Comparing the Defining Issues Test and the Moral Dilemma Interview.

1979 ◽  
Vol 15 (6) ◽  
pp. 658-659 ◽  
Author(s):  
William J. Froming ◽  
Edgar B. McColgan
Keyword(s):  
Moral Dilemma ◽  
Defining Issues Test

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.

Defining Issues Test--Turkish Version

2010 ◽  
Author(s):  
Sevim Cesur ◽  
Mustafa Sami Topçu
Keyword(s):  
Defining Issues Test ◽  
Turkish Version

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.”

Responses to Moral Dilemmas Involving Self versus Others

1984 ◽  
Vol 18 (1) ◽  
pp. 73-77 ◽  
Author(s):  
John M. Rybash ◽  
William J. Hoyer ◽  
Paul A. Roodin
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
The Elderly ◽  
Moral Dilemmas ◽  
Defining Issues Test ◽  
Moral Judgments ◽  
Affective Factors ◽  
Reasoning Abilities ◽  
Children And Young Adults ◽  
Other Orientation

Forty older adults were administered the standard version (i.e. Other-orientation) of Rest et al.'s Defining Issues Test (DIT) and a modified version (i.e., Self-orientation) of the same instrument on two separate occasions. Contrary to the results of previous studies with children and young adults, the self/other manipulation in the present study failed to influence significantly older adults' moral judgments. The role of cognitive/perspective-taking and personal/affective factors in the moral reasoning abilities of the elderly, as well as those of children and young adults, are discussed.

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