Effects of Knowledge of Cognitive-Moral Development and Request to Fake on Defining Issues Test P-Scores.

Napier, John D.

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Peer reviewed

ERIC Number: EJ201105

Record Type: Journal

Publication Date: 1979-Jan

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Effects of Knowledge of Cognitive-Moral Development and Request to Fake on Defining Issues Test P-Scores.

Napier, John D.

Journal of Psychology, v101 p45-52 Jan 1979

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)

Descriptors: Cognitive Development, Higher Education, Moral Development, Test Bias, Test Reliability, Test Wiseness, Testing Problems

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Defining Issues Test

Grant or Contract Numbers: N/A

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