Measurements Matter: Taking the DIT-2 Multiple Times and College Students' Moral Reasoning Development

被引：14
作者：
Mayhew, Matthew J. [1 ]
Pascarella, Ernest T. [2 ]
Trolian, Teniell [2 ]
Selznick, Benjamin [1 ]
机构：
[1] NYU, New York, NY 10003 USA
[2] Univ Iowa, Iowa City, IA USA
来源：
RESEARCH IN HIGHER EDUCATION | 2015年 / 56卷 / 04期
关键词：
Quantitative; Moral reasoning; Undergraduate students; Measurement; DEFINING ISSUES TEST; JUDGMENT DEVELOPMENT; VERBAL-ABILITY; EDUCATION; VALIDITY; PREFERENCE; DIVERSITY; DISTINCT; FAKING; GAINS;
D O I：
10.1007/s11162-014-9348-5
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this paper was to examine differences between undergraduate students who had multiple exposures to an assessment of moral reasoning development (DIT-2) and students of the same cohort who had fewer exposures to the same assessment. Controlling for a host of individual covariates, the analysis determined that students who took the DIT-2 three times scored significantly higher than those who took this measure only twice. Effects were similar for two additional cohorts of students. Implications are discussed.
引用
收藏
页码：378 / 396
页数：19
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