undergraduate thesis
Moral reasoning among students of different academic orientations

Ines Carević (2016)
Sveučilište u Zadru
Odjel za psihologiju
Metadata
TitleMoralno rasuđivanje studenata različitog studijskog usmjerenja
AuthorInes Carević
Mentor(s)Andrea Tokić (thesis advisor)
Abstract
Danas je psihologija moralnog razvoja ponovno vrlo aktualna zbog potrebe da se preispitaju različiti tradicionalni koncepti. Tu spada i koncept moralnog rasuđivanja. Moralno rasuđivanje se odnosi na procese rasuđivanja u dvojbenim situacijama. Ti procesi se mijenjaju kvalitativno tijekom kognitivnog razvoja. Kreću se od rasuđivanja na temeljima osobne perspektive, koja se zasniva na dobivanju nagrade i izbjegavanja kazne, do onoga koje se temelji na općim načelima pravde i dobronamjernosti. Psihologija moralnog razvoja mnoga saznanja duguje teoriji i istraživanjima L. Kohlberga. On je postavio model prema kojem se moralni razvoj odvija na tri razine (prekonvencionalna, konvencionalna postkonvencionalna), a svaka razina ima dva razvojna podstupnja. U prijašnjim istraživanjima dokazano da samo sudjelovanje u formalnoj edukaciji ima ulogu u razvoju moralnog rasuđivanja te da različiti akademski konteksti različito djeluju na moralni razvoj. S obzirom na to cilj ovog istraživanja bio je ispitati razlike u moralnom rasuđivanju između studenata različitih godina i različitih studijskih usmjerenja (pravo, zdravstvo, društvene i humanističke znanosti). Rezultati pokazuju da nije utvrđena razlika u Kohlbergovim fazama moralnog razvoja, kao ni u indeksu moralnog rasuđivanja između studenata različitih godina i različitih studijskih usmjerenja. Također nije utvrđena razlika između studenata različitih godina studija i studijskih usmjerenja kod konzervativne orijentacije niti između studenata različitih godina studija kod humanističke orijentacije. Međutim, utvrđena je razlika između studenata različitih studijskih usmjerenja u humanističkoj orijentaciji te su studenti društvenih znanosti bili više humanistički orijentirani od studenata prava. Moguća objašnjena nedostataka razlika u fazama moralnog razvoja i indeksu moralnog rasuđivanja su da samo sazrijevanje nije dovoljno kako bi došlo do moralnog razvoja te da je možda bitnija ukupna stimulirajuća okolina koju pruža fakultet nego specifični akademski konteksti. Nalazi ovog istraživanja su u skladu s nalazima nekih prijašnjih istraživanja.
Keywordsmoral moral reasoning Kohlberg's theory of moral development moral dillemas education
Parallel title (English)Moral reasoning among students of different academic orientations
Committee MembersLjiljana Gregov (committee chairperson)
Andrea Tokić (committee member)
Nataša Šimić (committee member)
GranterSveučilište u Zadru
Lower level organizational unitsOdjel za psihologiju
PlaceZadar
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Psychology
General Psychology
Study programme typeuniversity
Study levelundergraduate
Study programmePsychology
Academic title abbreviationuniv. bacc. psych.
Genreundergraduate thesis
Language Croatian
Defense date2016-09-27
Parallel abstract (English)
Nowadays the psychology of moral development is popular again due to the demand for examining various traditional concepts. This includes the concept of moral reasoning. Moral reasoning applies to the processes of reasoning in dubious situations. These processes are varied qualitatively during cognitive development. They range from reasoning that is based on personal perspective, which is founded on getting rewards and avoiding punishment, to one that is based on the general principles of justice and benevolence. Psychology of moral development owes a lot of its findings to the theory and research of L. Kohlberg. He made a model according to which the moral development takes place on three levels (preconventional, conventional and postconventional), and each level has two developmental sublevels. Previous studies demonstrated that only participation in formal education has a role in develpment of moral reasoning and that different academic contexts have different effects on moral development. Considering that the aim of this study was to examine differences in moral reasoning among students of different academic years and different academic disciplines (law, health care, social sciences and humanities). The results showed that there was no difference in Kohlberg's stages of development and in the moral reasoning index among students of different academic years and orientations. Also, there was no difference among students of different academic years and orientations in conservative orientation nor among students of different academic years in humanistic orientation. However, results showed that there was a difference established among students of different academic disciplines in the humanistic orientation and that students of social studies were more humanistic oriented than law students. Possible explanations for the lack of differences in the stages of moral development and and in the moral reasoning index were that maturity alone isn't enough for moral development to occur and that overall stimulating environement that college provides is perhaps more imporatant than specific academic contexts. Findings of this study are consistent with the findings of some of the previous studies.
Parallel keywords (Croatian)moral moralno rasuđivanje Kohlbergova teorija moralnog razvoja moralno dvojbene situacije obrazovanje
Resource typetext
Access conditionAccess restricted to students and staff of home institution
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:162:144029
CommitterGorica Lovrić