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Dissertations / Theses on the topic 'Moral development'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /." Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.

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2

Moran, Thomas. "Moral development and moral action : a study of youthful offenders." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29027.

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This study was designed to explore possible relations between moral maturity and moral action by evaluating groups of delinquent and non-delinquent youth, and examining their relative position on multiple measures of moral maturity and criminality. Subjects were 60 male adjudicated juvenile offenders between the ages of 14 and 17, and 20 non-delinquent controls. All youth participated in a series of structured interviews used as a way of assessing their abilities on Kohlberg's moral reasoning, Turiel's social convention understanding, and Selman's social perspective taking measures, and were a

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3

Abram, Anna. "Moral development : an interdisciplinary study." Thesis, Heythrop College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248350.

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4

Ratner, Julie. "Academic dishonesty and moral development : theory revisited /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11977802.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Lee Knefelkamp. Includes bibliographical references (leaves 226-240).

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5

Kingsford, Jessica Mary. "The emergence of moral identity in middle childhood and the concomitant development of moral shame." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19934.

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In recent decades moral identity has been examined as a possible explanatory construct for the question of what motivates moral behaviour. Moral identity is defined as the extent to which a person considers moral concerns to be central and important to their subjective sense of who they are. The developmental nature of this construct, however, remains poorly understood. In the present thesis, a critical review of the current developmental model is undertaken, and an alternative model is proposed, in which moral identity first emerges during middle childhood, not in early childhood and well bef

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6

Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understoo

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7

Feng, Yayu. "Analysis of Moral Argumentation in Newspaper Editorial Contents with Kohlberg's Moral Development Model." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416916265.

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8

Hajdin, Mane. "Agents, patients, and moral discourse." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75751.

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Assuming that moral discourse is prescriptive, what distinguishes it from other types of prescriptive discourse? To say, as Hare does, that it is its overridingness, is subject both to criticisms that assume that overridingness could, in principle, be used to distinguish one type of prescriptive discourse from another, and then show that it is doubtful that moral discourse is overriding, and to the criticisms that claim that it is in principle impossible to use overridingness to distinguish one type of prescriptive discourse from another, because all of them are bound to be on a par in respect

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9

Lee, Kwok-chuen. "Juveniles and their moral reasoning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424710.

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10

Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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11

McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.

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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significa

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12

Cronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.

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Thesis advisor: Karen Arnold<br>Liberal education has long claimed moral education to be a chief aim of its educational format. Liberal education supporters regularly assert its unique ability to foster moral and ethical development in students, but data regarding higher education's efficacy in promoting moral development are limited. Additionally, the educational goal of moral development suffers important philosophical and epistemological critiques which bring into question its adequacy as a worthwhile aim of contemporary higher education. In order to discern whether higher education resourc

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13

Kovarda, V., A. Kireeva, and A. Aldoshkina. "On the moral foundations of sustainable development." Thesis, Sumy State University, 2013. http://essuir.sumdu.edu.ua/handle/123456789/49123.

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Main principles of sustainable development must become everyone’s moral code. In view of sustainable development concept and in order to implement it, it is necessary to prepare population in order to avoid countering the required changes. The main principles of sustainable development concept are social attitude, resource base protection and environment protection to secure the future for every country and the entire planet. It requires prepared society with strict moral standards.

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14

OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.

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15

Yang, Mong-Shan. "Understanding the effectiveness of moral mediation through theories of moral reasoning." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155653070.

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16

Ho, Chi-hang, and 何志恆. "The development of moral reasoning of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957158.

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17

Keller, David Warren. "The impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course at a large public university in Texas." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1409.

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18

Ho, Chi-hang. "The development of moral reasoning of Hong Kong students." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833182.

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19

Vakirtzis, Andreas. "Character friendship and moral development in Aristotle's Ethics." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16464.

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In my thesis, I examine the role of character friendship for the agent’s moral development in Aristotle’s ethics. I contend that we should divide character friendship in two categories: a) character friendship between completely virtuous agents, and, b) character friendship between unequally developed, or, equally developed, yet not completely virtuous agents. Regarding the first category, I argue that this highest form of friendship provides the opportunity for the agent to advance his understanding of certain virtues through the help of his virtuous friend. This process can be expressed in t

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20

Becker, Lana L. "Moral Development of Accounting Students: Opportunities and Challenges." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3012.

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Business schools are under scrutiny today as accreditation agencies, professional organizations, and employers hold them accountable for the ethical training of future professionals. This literature review explores how the understanding of Kohlberg’s moral development theory can help accounting educators in their commitment to develop the ethical competencies of students. Lawrence Kohlberg’s stages of moral cognition are explained as well as James Rest’s contributions to the field of moral psychology. This paper synthesizes research findings specifically related to the moral development of acc

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21

Montford, Simon Dicon. "Moral dilemma discussions : the role of moral judgement in their human leadership and the viability of their computer facilitation." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366170.

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22

Yeap, Chin Heng. "An analysis of the effects of moral education interventions on the development of moral cognition /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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23

Friesen, Shirley (Shirley Anne Ruth) Carleton University Dissertation Psychology. "Moral development in young offenders; the effect of cognitive distortions on consistency of moral judgements." Ottawa, 1996.

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24

Tennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.

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25

Hasler, Joseph Francis 1958. "THE RELATIONSHIP BETWEEN CHARACTER TYPE AND COGNITIVE-MORAL DEVELOPMENT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276496.

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This study investigated the relationship between the character typology proposed by C. G. Jung, and the stages of cognitive-moral development described by Lawrence Kohlberg. It was hypothesized that certain character types, particularly those preferring introversion and intuition, would display the higher levels of moral development. A total of 120 male and female introductory psychology students at the University of Arizona were administered the Myers-Briggs Type Indicator (MBTI) to assess character type, the Sociomoral Reflection Objective Measure (SROM) to identify stage of moral developmen

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26

Miranda, Silvio Vieira de. "O papel da generosidade no desenvolvimento da moral numa escola Waldorf." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153378.

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Submitted by SILVIO VIEIRA DE MIRANDA null (aitiarasilvio@gmail.com) on 2018-04-04T19:36:19Z No. of bitstreams: 1 Dissertação Silvio - Entrega Final trinta e um março.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5)<br>Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-04-05T12:26:22Z (GMT) No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5)<br>Made available in DSpace on 2018-04-05T12:26:22Z (GMT). No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 byt

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27

Abreu, Eloá Losano de. "A relação entre o pensamento moral da justiça e o pensamento moral do perdão." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/6917.

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Made available in DSpace on 2015-05-14T13:16:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1207767 bytes, checksum: 1ef058802c5807fe7c520abaf0b78c40 (MD5) Previous issue date: 2013-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The moral development of forgiveness has been studied since the 1980s by Robert Enright. This author considers forgiveness a moral virtue that develops within the justice, and that depends on it to occur. Although the literature review indicates that justice and forgiveness are positively associated, and that forgiveness allows t

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28

Kuyel, Nilay Ozkan. "A comparison of moral reasoning and moral orientation of American and Turkish university students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3237/.

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This study compares American and Turkish male and female university students in terms of moral orientation (justice and care) and Kohlberg's stages of moral reasoning to examine the influence of culture and gender on moral development. A total of 324 undergraduate students between the ages of 18 and 46 are administered the Defining Issues Test (DIT) and the Measure of Moral Orientation (MMO). Statistical analyses indicate Turkish participants reflect more postconventional reasoning, while American participants reflect more conventional reasoning, particularly Stage 4 reasoning. Analyses also r

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29

Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.

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30

Skeens, Jared L. "Biblical values." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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31

Garrigan, Beverley. "A social information processing approach to moral decision-making and moral development : bridging the gap between developmental psychology and social neuroscience." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/66552/.

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In order to bring together developmental psychology and social neuroscience approaches to moral decision-making, several theoretical approaches were integrated, creating the Social Information Processing-Moral Decision-making framework (SIP-MDM). Initially, a systematic review and meta-analysis of neuroimaging studies of moral decision-making was conducted. The meta-analysis identified brain regions that consistently show increased activation when making moral decisions. Analysis also revealed that making one’s own moral response decisions is associated with increased activation in additional

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32

Lee, Feng-Jihu. "Emotivism, prescriptivism, Confucianism and moral education : some implications for the development of moral education in Taiwan." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385040.

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33

Graham, Danielle N. "Athletic Identity and Moral Development: An Examination of NCAA Division I Athletes and Their Moral Foundations." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright149564552364006.

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34

Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.

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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis. Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factor

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35

Moore, Dee N. "The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060126.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2002.<br>Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.

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36

Samuelson, Peter Leland. "Moral Imagination in Theory and Practice." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/epse_diss/45.

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A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, e

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37

Clark, Timothy M. "Moral development at the United States Naval Academy : the midshipman's perspective /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sept%5FClark.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Sept. 2004.<br>Thesis advisor(s): Albert C. Pierce, Dana P. French, Jr. Includes bibliographical references (p. 79-82). Also available online.

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38

Hawker, Amy. "Moral self concept and children's wellbeing at school." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9761.

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Children's social cognitive understanding has been found to play a major role in shaping their social engagement and behaviour. It has been assumed that this understanding of the mind and emotion of others shapes the ways in which children go on to understand their own moral identity: their proclivities, sensitivities and responses to moral acts, but there appears to be a gap between the ways in which children talk about other people and the ways in which they talk about themselves. It was hypothesised that it is social engagement that shapes moral identity in young children rather than their

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39

Hood, Robin Elizabeth. "Protagonist moral development in children’s translated European war novels." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.

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This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984. The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral

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40

Harris, Ian Colin. "The development of John Locke's moral theology, 1660-95." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254059.

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41

Barrios, Alia, Silviane Barbato, and Angela Branco. "Microgenetic Analysis of Moral Development: Theoretical and Methodological Issues." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99725.

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New ideas and methodologies need to be developed to advance our knowledge in the understanding of moral development. The intertwined nature of human activities, communication processes, and the numerous aspects of morality pose a challenge to researchers to construct a methodology that takes into account cognition, affect, sociocultural processes and characteristics, as well as the active role of individuals in their own development. In this paper we aim at suggesting fresh theoretical ideas and a micro genetic methodology to study moral development, particularly within educational contexts.<b

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42

Grime, Rebecca L. "Moral judgment development and friendship intimacy in early adolescence." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400142018.

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43

Sedikides, Anastassia. "Relations between role-taking opportunities and moral judgment development /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875891.

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44

Margoni, Francesco. "Expectations of Obedience and the Development of Moral Reasoning." Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/367718.

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The current dissertation tackles two core aspects of moral development: the obedience to authority and the consideration of the agentsâ€™ intention in generating a moral judgment. With respect to obedience to authority, I reported that 21-month-olds are already able to distinguish between coercion by a bully (someone who prevails using physical force) and rule by a leader (someone who is spontaneously respected by subordinates), and expect subordinates to comply with the leaderâ€™s instructions, but not with the bullyâ€™s instructions. With respect to the development of intent-based judgment,

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45

Margoni, Francesco. "Expectations of Obedience and the Development of Moral Reasoning." Doctoral thesis, University of Trento, 2017. http://eprints-phd.biblio.unitn.it/1930/1/Margoni_PhDThesis.pdf.

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The current dissertation tackles two core aspects of moral development: the obedience to authority and the consideration of the agents’ intention in generating a moral judgment. With respect to obedience to authority, I reported that 21-month-olds are already able to distinguish between coercion by a bully (someone who prevails using physical force) and rule by a leader (someone who is spontaneously respected by subordinates), and expect subordinates to comply with the leader’s instructions, but not with the bully’s instructions. With respect to the development of intent-based judgment, I repo

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46

Mileski, Aline Oliveira Zimmermann. "A ingratidão : o juízo moral de crianças de 5 a 12 anos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27822.

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Este estudo investigou o juízo moral de crianças sobre o(a) ingrato(a), isto é, aquele(a) que não retribui a um benfeitor prévio. Os participantes foram 77 crianças, de ambos os sexos, distribuídas em três grupos etários (5-6, 8-9 e 11-12 anos). Utilizaram-se duas histórias sobre situações hipotéticas. Após cada história, realizou-se uma entrevista clínica com a criança. Os dados foram submetidos à análise de conteúdo e examinou-se a variação na frequência dos tipos de resposta nos três grupos etários. A maioria das crianças reprovou a ação do ingrato. Os resultados indicam diferenças signific

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47

Peruzzo, Denise Leite. "Os memes como recurso pedagógico na construção de valores morais no ensino médio /." Bauru, 2020. http://hdl.handle.net/11449/192483.

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Orientador: Rita Melissa Lepre<br>Resumo: A presente pesquisa revela a preocupação com a assimilação de valores morais pelos alunos do Ensino Básico, especialmente os adolescentes do Ensino Médio. O objetivo desse estudo foi conhecer e compreender as possíveis contribuições dos memes, uma forma de linguagem e comunicação muito difundida atualmente na internet, como forma de auxiliar os estudantes a compreenderem valores morais. Julgamos importante refletir sobre a necessária atenção que a comunidade escolar precisa oferecer à relação dos alunos com os novos dispositivos virtuais que possibilit

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48

Silva, Clérisson Torres. "Análise do juízo moral de docentes e discentes universitários." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11814.

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Yu, Angela Yan-Yan. "Relational structures among worldview, self-view, moral inclusiveness, and moral orientation : a holistic and complementary perspective." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1519.

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The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis

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50

Lee, Kwok-chuen, and 李國川. "Juveniles and their moral reasoning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31979233.

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