Center for ETHICS*8/14/20151 What is Cognitive Moral Development?

Center for ETHICS*8/14/20152 Moral Development Research Characterized by Two Models:

Center for ETHICS*8/14/20153 Cognitive MD based on: u What is considered right and fair? u What are the reasons for doing the right? u What are the underlying social-moral perspectives?

Center for ETHICS*8/14/20154 Cognitive Developmentalists Piaget, Kohlberg, Gilligan, Lickona...

Center for ETHICS*8/14/20155 Piaget’s Theory

Center for ETHICS*8/14/20156 Kohlberg’s Stage Theory u Level 1 = Preconventional u Level 2 = Conventional u Level 3 = Postconventional

Center for ETHICS*8/14/20157 Kohlberg…the man u A Ph.D. From Yale in Psychology. u As a youth spent time in a Kibbutz and changed his perspective about moral education and the importance of it. u Established a center for moral development at Harvard…which folded after his death. See Prologue on Kohlberg, Handbook or Moral Behavior and Development/ Vol 1: Theory by Kurtines and Gewirtz...

Center for ETHICS*8/14/20158 Kolhberg’s Work u Was highly criticized for his theory of moral development.theory of moral development. u Called too limited, non-theoretical, and male centric. u Some Feminists…especially Carol Gilligan…called work unfair because of justice orientation.Carol Gilligan

Center for ETHICS*8/14/20159 Carol Gilligan u “In a Different Voice” “In a Different Voice” u “Mapping the Moral Domain” u “Between Voice and Silence: Women and Girls, Race and Relationships” by Jill McLean Taylor, Carol Gilligan and Amy M.Sullivan u Her argument and the difference she made...argument

Center for ETHICS*8/14/ Preconventional Level

Center for ETHICS*8/14/ Conventional Level

Center for ETHICS*8/14/ Post Conventional or Principled Level

Center for ETHICS*8/14/ What does Research Tell Us About Moral Education in Athlete Populations?

Center for ETHICS*8/14/ 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:

Center for ETHICS*8/14/ Cognitive Development Instruments for Measuring Moral Development and Moral Reasoning u The Defining Issues Test (DIT) General Social Perspective, Rest (1981). u The Hahm-Beller Values Choice Inventory (HBVCI), Hahm, Beller, & Stoll (1989).

Center for ETHICS*8/14/ Normative Ranges for DIT Scores* *Rest, 1986

Center for ETHICS*8/14/ Effect of Athletic Competition on Moral Development (LSM on DIT) of University Age Students Non-Athletes Significantly Higher than Athletes p<.05. SEM = 7.64SEM = 10.85

Center for ETHICS*8/14/ Effect of Athletic Competition by Type of Sport (LSM of HBVCI) Nonathlete Significantly Higher than Team Sport Athlete p <.05 Individual Sport Athlete Significantly Higher than Team Sport p <.05

Center for ETHICS*8/14/ The Longitudinal Effect of Athletic Competition (LSM of HBVCI) Trend = A steady decline in moral reasoning scores.

Center for ETHICS*8/14/ The Longitudinal Norms of Non-Athletic Groups Trend = Moral reasoning remains relatively stable.

Center for ETHICS*8/14/ The Effect of Competition on Elite Students n = 638 matched pairs Significant decline in scores from Plebe years to First Class year p<.05

Center for ETHICS*8/14/ 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

Center for ETHICS*8/14/ Division I HBVCI Moral Reasoning Scores: Athletes versus Nonathletes Note: Athletes are significantly different than nonathletes at the p <.0001 level. SD SD

Center for ETHICS*8/14/ Division III HBVCI Moral Reasoning Scores: Athletes versus Nonathletes Note: Athletes are significantly different than nonathletes at the p <.0001 level. SD SD

Center for ETHICS*8/14/ Effect of Intervention and Competition on University Age Athletes Significant difference pretest to posttest p<.05

Center for ETHICS*8/14/ Longitudinal Effect of Intervention & Competition on University Age Athletes Course Control Significant Difference from Pretest to Posttest and Post Posttest p<.05.

Center for ETHICS*8/14/ A Comparison of Intervention Teaching Methodology on Moral Reasoning Model A & B Significant Increase from Pre to Posttest, p<.05.

Center for ETHICS*8/14/ Successful Moral Reasoning Methodologies Significant Difference Pre to Posttest p<.05.

Center for ETHICS*8/14/ Unsuccessful Moral Reasoning Methodologies Model E, Significant Decline Pre to Postest, p<.05.