Abstract
This study examines the relationship between college students' perceptions of the fairness and educational value of the discplinary process and their moral development. Participants were undergradaute students charged with minor disciplinary violations. The research sample displayed lower levels of moral development than normative Defining Issues Test samples of undergraduates. Additionally, the higher students' levels of moral development, the more likely they perceived the process as having educational value, independent of perceptions of fairness. The perception of educational value was therefore found to be a function of moral development.
Published Version
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