Does Moral Education Improve Moral Judgment? A Meta-Analysis of Intervention Studies Using the Defining Issues Test

1985 ◽  
Vol 55 (3) ◽  
pp. 319-352 ◽  
Author(s):  
Andre Schlaefli ◽  
James R. Rest ◽  
Stephen J. Thoma
Keyword(s):  
High School Students ◽  
Moral Judgment ◽  
Moral Education ◽  
Meta Analysis ◽  
Moral Dilemmas ◽  
Defining Issues Test ◽  
Psychological Development ◽  
Effect Sizes ◽  
Development Programs ◽  
School Students

A review was conducted of 55 studies of education interventions designed to stimulate development in moral judgment. All studies used the Defining Issues Test. Various subject groups were involved (junior and senior high school students, college and graduate students, adults), various types of programs were employed (group discussion of moral dilemmas, psychological development programs, social studies and humanities courses), and the duration of the programs varied (a few hours to a year-long program). The principal findings from meta-analysis indicate that the dilemma discussion and psychological development programs produce modest overall effect sizes, that treatments of about 3 to 12 weeks are optimal, and that programs with adults (24 years and older) produce larger effect sizes than with younger subjects; however, significant effect sizes are obtained with all groups.

Consistency and Inconsistency in Adolescents’ Moral Reasoning

1997 ◽  
Vol 21 (4) ◽  
pp. 813-836 ◽  
Author(s):  
Júlio Rique ◽  
Cleonice Camino
Keyword(s):  
High School Students ◽  
Moral Reasoning ◽  
Moral Education ◽  
Defining Issues Test ◽  
School Students ◽  
Educational Methods ◽  
Independent Variables ◽  
Developmental Progression ◽  
Male High School ◽  
Quasi Experimental

Authors in the cognitive developmental tradition (e.g. Damon & Hart, 1988; Snyder & Feldman, 1984; Turiel, 1983) have created models to explain transition between stages of development. This study introduces consistency and inconsistency of moral reasoning as patterns of moral thinking and presents implications for moral education. Consistency and inconsistency are determined by the level of “stage mixture” scored on the Defining Issues Test. A 2 × 2 quasi-experimental design was created. Participants were 52, 15-year-old male high school students. Moral judgement was the dependent variable. Consistency, inconsistency, and the experimental procedures were independent variables. Results showed a significant interaction between levels of consistency and educational methods ( P < .014), a developmental progression for the condition inconsistent experimental ( P < .004), and a predicted pattern of change for the condition consistent experimental ( P < .001). The authors concluded that consistency and inconsistency of moral reasoning require different assumptions for the promotion of moral development.

The Association Between School Discipline and Self-Control From Preschoolers to High School Students: A Three-Level Meta-Analysis

2020 ◽  
pp. 003465432097916
Author(s):  
Jian-Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk E. Willems ◽  
Catrin Finkenauer
Keyword(s):  
High School ◽  
High School Students ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Self Report ◽  
Effect Sizes ◽  
School Students

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

Deriving a Gamified Learning-Design Framework Towards Sustainable Community Engagement and Mashable Innovations in Smart Cities

2018 ◽  
Vol 9 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Chien-Sing Lee ◽  
Kuok-Shoong Daniel Wong
Keyword(s):  
High School Students ◽  
Community Engagement ◽  
Success Factors ◽  
Smart Cities ◽  
Meta Analysis ◽  
Computational Thinking ◽  
School Students ◽  
Art And Design ◽  
Gamified Learning ◽  
Design Factors

Science, technology, engineering and mathematics (STEM) and the inclusion of art and design into STEM (STEAM) as a mediator are increasingly emphasized in innovation and entrepreneurial blueprints across countries due to smart cities. Knowledge creation/construction towards a thriving ecosystem however, is not a given. This exploratory study aims to derive design factors for community engagement and possible mashable opportunities/innovations in smart city communities. We present a meta-analysis of two gamified media-model maker opportunities carried out among Malaysian high school students. These are designed based on computational thinking and different design theories which take into account: a) deriving design factors/requirements (success factors) and barriers to gamified learning; b) mapping and intertwining of different models as genetic blueprint for gamified learning; c) refinement of the authors' socio-cognitive-HCI framework; d) possibilities for personalized inclusive design.

scholarly journals Moral education of students in the cultural and educational space of the high school

2016 ◽  
Vol 5 (4) ◽  
pp. 211-216
Author(s):  
Sergey Victorovich Pupkov
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Education ◽  
School Students ◽  
Moral Value ◽  
Substantive Content ◽  
The World ◽  
Practical Development ◽  
The Subject ◽  
Education Of Students

The necessity of the moral education of students of high school students as an initiation to the values of which are in the teacher-written cultural and educational space. Amended scientific understanding of the concept of educational space and proved that the substantive content of the notion of cultural and educational space gets through the involvement of the term culture. The essence of cultural and educational space of the university lies in its multi-dimensionality, which is expressed in infinity broadcast through the channels of education and training culture as the experience of, the experience of spiritual and practical development of the world in the moral experience moral, value relationships according to the criterion limit it (experience) of the base (value of a person), by which the subject-object, object-subject and subject-subject relations are optional. The content of the cultural and educational space, formed the subject-object and subject-subject relationship, the relationship between them becomes dialectical by the object-subject relationship in which there are values that are axiological nucleus of activity, axiological form of culture. Determine the purpose of the subject-object and subject-subject relations as the content of the image of cultural and educational space, and on the basis of this mission revealed features of pedagogical activity of the teacher conducting the moral education of students: to provide storage, reproduction, broadcast culture as the experience of concluded (experience) in ostensive, imperative, axiological forms of culture, its forms-principles; organization of the work of students with cultural forms; student organization ascent from axiological forms of culture its forms-principles; transfer of experience of spiritual and practical development of morality in the world, the experience of behavior and activity, experience, moral, value relations.

scholarly journals Moral education: School as a just community

2003 ◽  
pp. 195-221 ◽  
Author(s):  
Ljiljana Miocinovic
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Collective Responsibility ◽  
Cognitive Conflict ◽  
Moral Dilemmas ◽  
Individual Student ◽  
Moral Atmosphere ◽  
Teachers And Students ◽  
Just Community ◽  
Principal Method

The paper discusses Kohlberg?s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

scholarly journals The complementarity of dilemma discussion with theoretical reading for an effective intervention in moral judgment

2013 ◽  
Vol 6 (1) ◽  
pp. 84-93
Author(s):  
Víctor Hugo Robles Francia
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Moral Dilemmas ◽  
Second Phase ◽  
Final Test ◽  
Effective Interventions ◽  
Lasting Peace ◽  
Two Phases ◽  
Effective Development ◽  
Social Minorities

At present there is great interest in moral education to achieve a straight democracy, a healthy coexistence between all actors and social minorities and a lasting peace. What has guided this research partially effective development of moral reasoning skills. Also, because this subject shows limited field explorations and void effective interventions in Mexico. In particular, this research showed the following hypothesis: effective complementarity discursive exposure Kohlberg's theory to the discussion of moral dilemmas. The Moral Judgment Test was applied as pretest to 19 undergraduates, as intermediate test and final test. There were two phases: the first was on discussion of moral dilemmas, at the rate of seven sessions, one per week; the second one was made through a session and expository reading on the theory of moral judgment. The results showed a decline of moral judgment in the first intervention phase and a significant increase after the second phase.

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

Culture and Self-Esteem Over Time

2017 ◽  
Vol 8 (8) ◽  
pp. 904-909 ◽  
Author(s):  
Takeshi Hamamura ◽  
Berlian Gressy Septarini
Keyword(s):  
United States ◽  
High School Students ◽  
Cultural History ◽  
Meta Analysis ◽  
The United States ◽  
Self Esteem ◽  
School Students ◽  
Social Ecological ◽  
Ecological Shifts ◽  
Meta Analyses

Self-esteem is increasing in the United States according to temporal meta-analyses of the Rosenberg Self-Esteem Scale. However, it remains unclear whether this trend reflects broad social ecological shifts toward urban, affluent, and technologically advanced or a unique cultural history. A temporal meta-analysis of self-esteem was conducted in Australia. Australia shares social ecological and cultural similarities with the United States. On the other hand, Australian culture is horizontally individualistic and places a stronger emphasis on self-other equality compared to American culture. For this reason, the strengthening norm of positive self-esteem found in the United States may not be evident in Australia. Consistent with this possibility, the findings indicated that self-esteem among Australian high school students, university students, and community participants did not change between 1978 and 2014.

Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 87 (2) ◽  
pp. 243-282 ◽  
Author(s):  
Jens Dietrichson ◽  
Martin Bøg ◽  
Trine Filges ◽  
Anne-Marie Klint Jørgensen
Keyword(s):  
Systematic Review ◽  
Socioeconomic Status ◽  
Middle School Students ◽  
Low Socioeconomic Status ◽  
Educational Achievement ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
Low Socioeconomic ◽  
Elementary And Middle School

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

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