Abstract

The purpose of this study was to investigate the co-curricular experiences, course-taking behaviors, and educational practices that influence the moral reasoning development of 1,469 first-year students at 19 American colleges and universities. Results showed that contexts and practices that encourage students to engage divergent perspectives when approaching a problem or issue are those most conducive to moral reasoning growth. Implications for researchers in higher education and moral psychology are discussed.

pdf

Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 357-390
Launched on MUSE
2010-03-11
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.