TY - JOUR
T1 - The independence of James Rest's components of morality
T2 - evidence from a professional ethics curriculum study
AU - You, Di
AU - Bebeau, Muriel J.
N1 - Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2013/11
Y1 - 2013/11
N2 - Rest's hypothesis that the components of morality (i.e., sensitivity, reasoning, motivation, and implementation) are distinct from one another was tested using evidence from a dental ethics curriculum that uses well-validated measures of each component. Archival data from five cohorts (n = 385) included the following: (1) transcribed responses to a measure of ethical sensitivity collected at the end of the third year; (2) pre- and post-test moral judgment scores; (3) pre- and post-test motivation scores; and (4) implementation scores - performance on eight cases completed during the third and fourth years. Because the ethical sensitivity test had been scored by multiple raters, and interrater reliability did not meet acceptable standards, 120 portfolios were randomly selected from the five cohorts and responses were rescored prior to analysis. Correlations among the measures were low, ranging from -.08 to.34, supporting Rest's contention that the processes are distinct from one another and competence in one does not predict competence in another. The findings have implications for moral and character education programs.
AB - Rest's hypothesis that the components of morality (i.e., sensitivity, reasoning, motivation, and implementation) are distinct from one another was tested using evidence from a dental ethics curriculum that uses well-validated measures of each component. Archival data from five cohorts (n = 385) included the following: (1) transcribed responses to a measure of ethical sensitivity collected at the end of the third year; (2) pre- and post-test moral judgment scores; (3) pre- and post-test motivation scores; and (4) implementation scores - performance on eight cases completed during the third and fourth years. Because the ethical sensitivity test had been scored by multiple raters, and interrater reliability did not meet acceptable standards, 120 portfolios were randomly selected from the five cohorts and responses were rescored prior to analysis. Correlations among the measures were low, ranging from -.08 to.34, supporting Rest's contention that the processes are distinct from one another and competence in one does not predict competence in another. The findings have implications for moral and character education programs.
KW - moral implementation
KW - moral motivation
KW - moral reasoning
KW - moral sensitivity
KW - professional ethics
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U2 - 10.1080/17449642.2013.846059
DO - 10.1080/17449642.2013.846059
M3 - Article
AN - SCOPUS:84893810201
SN - 1744-9642
VL - 8
SP - 202
EP - 216
JO - Ethics and Education
JF - Ethics and Education
IS - 3
ER -