The effects of modeling and cognitive induction on the moral reasoning of adolescents

Abstract

In this investigation of the effects of modeling and cognitive induction on moral reasoning, 87 junior high school students were exposed to moral reasoning, characteristic of either one stage above (+1) or one stage below (-1) their dominant stage, as determined by pretesting. The presented reasoning was attributed to a model of either high, neutral, or low status/relevance to the content of the moral dilemmas used. A multiple-choice adaptation of the Kohlberg moral development interview was used at pretesting, at intervention/posttesting, and at delayed posttesting. Analyses of changes in moral reasoning included examination of direct and indirect effects on both an immediate and a delayed posttest. Results indicated significant and stable change in moral reasoning associated with the developmental stage of the message (+1 produced advances, but -1 failed to induce significant regression) and significant temporary change associated with the characteristics of the model (high status/relevance models had greater influence than did neutral models). It is suggested that future research and educational efforts give attention to both the moral stage of the intervention and the nature of the source to which it is attributed.