What is Cognitive Moral Development?

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What is Cognitive Moral Development?
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Moral Development Research Characterized by Two
Models
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Cognitive MD based on

• What is considered right and fair?
• What are the reasons for doing the right?
• What are the underlying social-moral perspectives?

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Cognitive Developmentalists

• Piaget, Kohlberg, Gilligan, Lickona...

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Piagets Theory
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Kohlbergs Stage Theory

• Level 1 Preconventional
• Level 2 Conventional
• Level 3 Postconventional

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Kohlbergthe man

• A Ph.D. From Yale in Psychology.
• As a youth spent time in a Kibbutz and changed
  his perspective about moral education and the
  importance of it.
• Established a center for moral development at
  Harvardwhich folded after his death. See
  Prologue on Kohlberg, Handbook or Moral Behavior
  and Development/ Vol 1 Theory by Kurtines and
  Gewirtz...

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Kolhbergs Work

• Was highly criticized for his theory of moral
  development.
• Called too limited, non-theoretical, and male
  centric.
• Some Feministsespecially Carol Gilligancalled
  work unfair because of justice orientation.

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Carol Gilligan

• In a Different Voice
• Mapping the Moral Domain
• Between Voice and Silence Women
  and Girls, Race and Relationships
  by Jill McLean Taylor, Carol
  Gilligan and Amy M.Sullivan
• Her argument and the difference she made...

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Preconventional Level
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Conventional Level
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Post Conventional or Principled Level
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What does Research Tell Us About Moral Education
in Athlete Populations?
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The Effect of Competition and Educational Moral
Reasoning Methodologies on Competitive Populations
Research gleaned from 25 studies with over
40,000 subjects in North America. The
information presented here is representative
only. For referred publications to support,
contact jbeller_at_uidaho.edu
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Cognitive Development Instruments for Measuring
Moral Development and Moral Reasoning

• The Defining Issues Test (DIT) General Social
  Perspective, Rest (1981).
• The Hahm-Beller Values Choice Inventory (HBVCI),
  Hahm, Beller, Stoll (1989).

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Normative Ranges for DIT Scores
Rest, 1986
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Effect of Athletic Competition on Moral
Development (LSM on DIT) of University Age
Students
SEM 7.64
SEM 10.85
Non-Athletes Significantly Higher than
Athletes plt.05.
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Effect of Athletic Competition by Type of Sport
(LSM of HBVCI)
Nonathlete Significantly Higher than Team Sport
Athlete p lt.05 Individual Sport Athlete
Significantly Higher than Team Sport p lt.05
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The Longitudinal Effect of Athletic Competition
(LSM of HBVCI)
Trend A steady decline in moral reasoning
scores.
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The Longitudinal Norms of Non-Athletic Groups
Trend Moral reasoning remains relatively stable.
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The Effect of Competition on Elite Students
n 638 matched pairs Significant decline in
scores from Plebe years to First Class year plt.05
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A Comparison of HBVCI Scores for Elite Freshman
College Students to General University Students
USMA N 1044 USAFA N 1140 No Significant
difference between groups
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Division I HBVCI Moral Reasoning Scores
Athletes versus Nonathletes
SD 11.08 SD 10.81
Note Athletes are significantly different than
nonathletes at the p lt.0001 level.
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Division III HBVCI Moral Reasoning Scores
Athletes versus Nonathletes
SD 10.45 SD 10.58
Note Athletes are significantly different than
nonathletes at the p lt.0001 level.
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Effect of Intervention and Competition on
University Age Athletes
Significant difference pretest to posttest plt.05
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Longitudinal Effect of Intervention Competition
on University Age Athletes
Course
Control
Significant Difference from Pretest to Posttest
and Post Posttest plt.05.
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A Comparison of Intervention Teaching Methodology
on Moral Reasoning
Model A B Significant Increase from Pre to
Posttest, plt.05.
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Successful Moral Reasoning Methodologies
Significant Difference Pre to Posttest plt.05.
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Unsuccessful Moral Reasoning Methodologies
Model E, Significant Decline Pre to Postest,
plt.05.