This study was designed to help determine whether there are gender differences in the psychological and moral development of traditional-age college students. Two hundred thirty-three first-year and graduating students were given the Student Development Task and Lifestyle Inventory (SDTLI) and the Defining Issues Test (DIT) to determine whether…

Traces the history of Minnesota's approach to moral judgment research. Claims this history can be subdivided into four phases, each with a different goal and theoretical consideration. Concludes the Minnesota approach has been a progressive force in the field. Argues that this approach reaffirms Lawrence Kohlberg's view that moral judgments are…

Findings from research studies that use the Defining Issues Test (DIT), a test of moral judgment development, are described. These findings are relevant to three major questions in higher education research: (1) the question of student outcomes (i.e., what does college experience do for and to people?); (2) the question of the relevance and…

The document discusses the nature of moral judgment, reviews previous studies which link higher education to moral judgment, and presents results of a longitudinal study comparing college and non-college subjects. This project report from the Higher Education and Cognitive-Social Development Project at the University of Minnesota is presented in…

Draws on evidence from Alverno College's (Milwaukee, Wisconsin) longitudinal research to make the case that the Defining Issues Test (DIT) is best characterized as measuring growth in moral reasoning rather than a broader construct of moral development. Challenges current DIT theory, but is consistent with prevailing interpretations of growth on…

Reviews studies examining differences in moral schema development, using techniques that range from measuring implicit knowledge (such as the defining issues test) and explicit knowledge (such as with the moral judgment interview). Finds significant differences in the comprehension of moral narratives based on age/education and level of expertise.…

Maintains that the Defining Issues Test (DIT) is now the most frequently used measure of moral judgment development. Reviews the history of DIT research. Asserts that the measurement system provided by the DIT would put the cognitive developmental approach in a better position to affect change in the moral development field. (CFR)

Presents a study in which students from Kuwait were given Rest's Defining Issues Test (DIT) to measure the development of moral judgment skills. Explains that results were compared with scales measuring student perception of parental behavior. Concludes that the DIT may not be a valid test for development of moral judgment in an Arab culture. (DK)