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Thesis (Ph. D.)--Clark University. / "Reprinted from the Pedagogical seminary December, 1911, vol. XVIII, pp. 421-474." Bibliography: p. 472-474.

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日常生活中，個人的道德判斷與道德行動時有不一致，這正是道德運作中的一道縫隙。本研究嘗試以香港中學生為研究對象，藉著學生面對校內違規行為的真實經驗，了解他們對違規行為的觀感、回應及採取行動的抉擇因素；進而探討道德動機在道德思考到行動中的作用，並建構學生採取道德行動的抉擇過程。 / 研究採用質性方法，參與深度訪談的共有十三位中學生，都是來自第一組別中學的品行優良生。受訪學生對違規行為的觀感源自其選擇的視點，而回應則按情況而定；視點主要有行為、意圖和違規後果等，而學生在一般情況下，大都願意直接指正、規勸違規同學；但在兩難情況下，大多想逃避過去，對違規行為不作正面回應。至於採取行動的抉擇因素，主要有人際關係、違規行為帶來的影響及違規學生的態度等；而最重要的人際關係因素則包括與違規學生的關係、輿論壓力。本研究的結果和分析，不僅較整全地呈現從思考到行動的道德運作中，一些細節和關鍵因素；還可為華人道德研究及學校道德教育提供參考。最後，本文就道德的相關研究及學校的道德培育提出一些建議，盼能有助理論研究及教育工作的推進。 / Almost every day, a person's moral judgment and moral actions may contradict with each other, reflecting a possible gap in moral functioning. This research attempts to study some discrepancies between moral judgment and moral actions. Thirteen Hong Kong secondary school students participated in this study, in which their past encounters with their fellow students who had violated the school rules were examined. These included the students’ perspective on the violations, the factors that contributed to their decision-making process as to how to react, and their actual reactions. This study also aims to explore into the students’ moral thinking process, especially the impact of moral motives on students’ moral judgment and how this influenced their actual actions. / Using a qualitative study approach, data were collected from thirteen exemplary secondary school students from a top-banding school in Hong Kong. In-depth interviews were conducted with each of these students. The results of data analysis suggest that the students perceived the violating actions according to the violator’s behaviour, intention and the consequences. The majority of these students were often willing to voice out the violations and correct the violator’s behaviour. However, when they were placed in a dilemma, the majority of the students would escape from the situation by turning a blind eye on the violating actions. Factors which affected the decision of whether an action should be taken included social relations, the impact of the violation and the attitude of the violator. Among these factors, the most important one was social relations which was about the students’ personal relationship with the violator and peer pressure. The results of the study not only reflected the cognitive processes behind moral functioning from moral judgment to moral action, also revealed the key factors behind the moral decisions. This study has important implications for further research and practice in that it provides a direction for moral studies, especially in Chinese communities, and gives practical suggestions as to how moral functioning can be taught in secondary schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄺文慧 = From moral thinking to moral action : an investigation of how secondary students in Hong Kong respond to rule-breaking behaviors / Kwong Man Wai. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 145-154). / Abstracts also in English. / Kuang Wenhui = From moral thinking to moral action : an investigation of how secondary students in Hong Kong respond to rule-breaking behaviors / Kwong Man Wai.

Thesis (Ph. D.)--Oregon State University, 1993. / Typescript (photocopy). Includes bibliographical references (leaves 56-71). Also available on the World Wide Web.

The purpose of this study was to investigate the relationship between moral development and year in school, gender, and personality type for university undergraduates. Moral development was measured by the Defining Issues Test (DIT) and personality was assessed using the Myers-Briggs Type Indicator (MBTI). The sample consisted of 320 freshmen, sophomores, juniors, and seniors enrolled as full-time students at The University of Iowa. From this sample, 188 (36.9%) students returned usable questionnaires. This random sample, stratified according to undergraduate class and gender, was provided by the university registrar. Subjects completed and returned a mailed questionnaire booklet containing the DIT and MBTI. These questionnaires were hand-scored and analyzed using analysis of variance and Pearson Product-Moment Correlations. An additional multiple comparisons test was done using the Scheff method. Systat software for the Macintosh was used to analyze the data. The analysis showed several significant results. Significant gender (p <0.001) and year in school (p <0.010) effects were found when analyzing the %P score of moral development level. Women scored significantly higher than men and seniors scored significantly higher than freshmen, sophomores, and juniors. The feeling dimension of the MBTI was found to be significantly associated with gender (females at p <0.001). Finally, the % Stage 4 score was found to be significantly related to the sensing (S) (p <0.001) and judging (J) (p <0.050) dimensions of the MBTI. The %P score was found to be significantly related to the intuitive (N) (p <0.050) and feeling (F) (p <0.050) dimensions of the MBTI. These results confirmed earlier studies in which a significant relationship was found between year in school and moral development level. The gender effect had been theorized and found in some studies but is unusual when using the DIT. The significant relationship between different dimensions of the MBTI and % Stage 4 and % P moral development scores had not been previously reported in the literature. / Graduation date: 1993

Thesis (Ed. D.)--Florida State University, 2005. / Advisors: Dr. Robert A. Schwartz and Dr. Shouping Hu, Florida State University, College of Education, Department of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 13, 2005). Document formatted into pages; contains viii, 90 pages. Includes bibliographical references.

The purposes were (1) to determine student attitudes concerning the cause, frequency, method, and punishment of academically dishonest behavior, (2) to determine current behavioral patterns concerning the origin, method, frequency, and student reactions to academically dishonest behavior, and (3) to determine the role of denominational affiliation, religious participation, satisfaction with religious involvement, and importance of religious development in relationship to the practice of academic dishonesty.

The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.