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A Multi-Institutional Assessment of Moral Reasoning Development among First-Year Students
- The Review of Higher Education
- Johns Hopkins University Press
- Volume 33, Number 3, Spring 2010
- pp. 357-390
- 10.1353/rhe.0.0153
- Article
- Additional Information
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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.