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Moral reasoning and personality components in gifted and average students
1Department of Psychology, Western Carolina University, Cullowhee, North Carolina 28723-9041.
Perceptual and Motor Skills
|December 1, 1993
Summary
Gifted students demonstrated higher moral reasoning on the Defining Issues Test. Social relationships also impacted moral development, particularly for gifted girls compared to average girls.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Moral Development
Background:
- Understanding cognitive and social-emotional differences between gifted and average students is crucial.
- Previous research has explored moral reasoning and self-perception in adolescents.
- The interplay between giftedness, social relationships, and moral judgment requires further investigation.
Purpose of the Study:
- To compare moral reasoning and self-image between gifted and average students across different grade levels.
- To examine gender differences in social relationships and their impact on moral development.
- To identify predictors of moral reasoning development, specifically Rest's p index.
Main Methods:
- Administered the Defining Issues Test (DIT) to assess moral reasoning.
- Utilized the Offer Self-image Questionnaire (OSQ) to evaluate self-perception.
- Included 101 students from Grades 5, 8, and 10, categorized as gifted or average ability.
Main Results:
- Significant differences in moral reasoning (DIT scores) were found between gifted and average students.
- Gifted girls reported different social relationship experiences compared to average girls.
- Both giftedness and social relationship quality predicted moral reasoning development (Rest's p index).
Conclusions:
- Giftedness is associated with advanced moral reasoning.
- Social relationships play a significant role in the moral development of adolescents.
- Interventions fostering positive social interactions may enhance moral reasoning in both gifted and average students.