Moral judgment development: The effects of education and occupation

Abstract

Data from the Rest longitudinal study of moral judgment development were used to (i) consolidate past research into a single process model of moral judgment development, and (ii) assess the relative contributions of education and work to moral judgment development. Subjects were 102 individuals who were first interviewed in 1972–1974 and were followed up in 1983. A general model was specified which included moral judgment development in adolescence, dedication, educational attainment, occupational attainment, fulfilling career, and adult moral judgment development. The model was tested on the total sample and in a subsamples analysis that examined the unique pathways to moral development of subsamples which had either completed 2 years or more of college (higher education) or had completed less than 2 years of college (lower education). The general model confirmed that both education and occupation play important roles in the explanation of adult moral judgment development; the subsamples analysis suggested that work-related variables were the most important determinants of development in the lower education group and that education was the most important determinant of the higher education group.