Abstract
Summary Piaget's idea that peer interaction is a stimulating factor while adult constraint is an impeding factor in the development of moral judgment was tested empirically. Ss were 180 Nigerian 13- to 16-year-old boys from three different secondary schools (day, semiresidential, and residential). The analysis of responses of the three groups to Piaget-type stories (MJT) and Kohlberg-type moral dilemmas (MD) showed that the day school Ss regressed in moral maturity during the second year of their schooling. Ss from the semiresidential school tended to be more mature in moral judgment than those from the other two schools. Both peer and family interaction, therefore, had stimulating effects on the development of moral judgment.
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