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ERIC Number: ED186118
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Relationship between Moral Responses of Elementary School Children and Teachers' Ratings of Moral Conduct.
Timm, Joan Thrower
This paper reports findings on relationships between fifth graders' responses to school-specific moral issues and to Kohlbergian moral dilemmas; between their stage of moral reasoning and their moral conduct as rated by teachers; and between teachers' ratings of the children's moral behaviors in several specific areas and teachers' overall rankings of the children's moral conduct. A total of 41 fifth grade children (mean age, 10 years 9 months) were given five of Kohlberg's moral dilemma stories and five school dilemma stories which included issues such as stealing, borrowing, cheating, bullying and telling tales about other children's behavior. Teachers were asked to rate each child's behavior, on each of the issues contained in the children's interviews, as above average, average, or below average in relation to the class. Teachers were also asked to give an overall rating of each child's moral conduct and the reasons for the overall rank. Teachers' overall rankings of students were related to their ratings of two types of behaviors; they gave lower overall ratings to children whom they had rated as above average in either cheating or telling tales. Further, significant correlations were found between children's responses on the school-specific moral issues and the Kohlbergian moral issues tasks. Children who resolved the dilemmas with stage 2 responses were reported by their teachers as cheating more often than children who resolved the dilemmas with stage 3 reasoning; however, no significant correlations were found between children's stages of moral reasoning and the teachers' overall rankings of children's moral conduct. (Author/SS)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A