Measuring moral judgement and the implications of cooperative education and rule-based learning

Dellaportas, S, Cooper, B and Leung, P 2006, 'Measuring moral judgement and the implications of cooperative education and rule-based learning', Accounting and Finance, vol. 46, no. 1, pp. 53-70.


Document type: Journal Article
Collection: Journal Articles

Title Measuring moral judgement and the implications of cooperative education and rule-based learning
Author(s) Dellaportas, S
Cooper, B
Leung, P
Year 2006
Journal name Accounting and Finance
Volume number 46
Issue number 1
Start page 53
End page 70
Total pages 17
Publisher Blackwell Publishing
Abstract The Defining Issues Test (DIT), developed by Rest (1986), measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed by Welton et al. (1994). The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students' test scores.
Subject Economic Theory not elsewhere classified
DOI - identifier 10.1111/j.1467-629X.2006.00161.x
Copyright notice © The Authors. Journal compilation © 2006 AFAANZ
ISSN 0810-5391
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