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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 development, and the Shipley-Hartford Institute of Living Scale as a brief estimate of IQ. The only significant differences in moral development as a function of character type were between the judging and perceiving types, with perceiving types displaying the higher mean SROM score (p .02). This finding suggests that open-mindedness is more conducive to moral development than the tendency to jump to immediate conclusions.

The body of work presented in this thesis results from an in depth investigation of the moral reasoning of male offending and male and female non-offending adolescents in the UK using the Sociomoral Reflection Measure-Short Form (Gibbs, Basinger & Fuller, 1992). In Chapter I a review of the research relevant to field of study was presented. In Chapter 2 findings from initial investigations into the patterns of moral reasoning of male offending and male and female non-offending adolescents were presented. Key aims of the studies presented in Chapter 2 were to replicate previous findings using the measure amongst offenders and non-offenders, in particular to test claims that offenders were morally immature in relation to non-offending peers, and to investigate gender differences on the measure. In line with predictions, the measure discriminated between offenders and non-offenders, with offenders having significantly lower mean scores than non-offenders. No gender differences were observed in the overall sample. However, some difficulties were found in discriminating between younger male offenders and male non-offenders. Tests of the internal characteristics of the scale were also performed. In Chapter 3, subsequent analyses of data were performed using "categorical" methods. This represented a novel means of tackling the data. A key aim was to test the Gilligan (1982) hypothesis that females and males differ in use of Stage 3 "mutual and prosocial" and Stage 4 "systemic and standard" reasoning. Results of the "categorical" analyses apparently corresponded to the Gilligan hypothesis. Patterns of intra-individual variability in moral stage use were also investigated to test claims regarding structural consistency in moral reasoning. It was found that participants were demonstrating intra-individual variability in their patterns of moral reasoning, this presented a challenge to certain aspects of the moral reasoning model. The final chapter summarised key findings to emerge from the thesis, and discussed these in theoretical context.

M.A. (Psychology) / Please refer to full text to view abstract

The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

Thesis (Ph.D.) - Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 145-165).

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Darcia Narvaez for the Department of Psychology. "April 2004." Includes bibliographical references (leaves 102-108).

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