KDIT의 P-지수와 MJT의 C-지수 비교를 통한 한국 청소년의 도덕판단력 실증 연구 = (An) empirical research on the moral judgment competence of Korean young students : focused on comparing P-index of KDIT and C-index of MJT

다국어 초록 (Multilingual Abstract)

This research is aimed to measure the level of moral judgment competence of Korean young students and come up with suggestions to moral education using two major tools. Those are DIT (Defining Issues Test), which was invented by J. Rest in USA and MJT (Moral Judgment Test), which was studied and developed by G. Lind in Germany. Based on the MJT, Korean standardized form is called KDIT. The content is same with DIT. Currently, these are well known in this area of measurement and assessment of moral development and competence.
For this research, 550 students of elementary school, secondary school, and university were chosen as questionee. Demographic variables were mobilized to draw some statistical implication well. Analysing, we made use of C-score of MJT and P-score of KDIT, and Scheffe's post-hoc test by multiple comparison was executed in the level of significance. Research procedures are the T-test convergence between the two, the summary of compounding factors for the value educational suggestions, the base establishment of MJT's C-score validity …….etc
Three hypotheses were raised for this research:-
- First, there are differences of moral judgment competence of students on the basis of P-score of DIT.
- Second, there are differences in the moral judgment competence of students on the basis of C-score of MJT.
- Third, there will be the positive correlation between two hypotheses based on the relation between P-score and C-score. -ⅱ-
Connecting with two hypotheses that have differences in the moral judgment competence of students on the basis of MJT's C-score as well as KDIT's P-score, the demographic variables levels of KDIT's P-score chiefly show us significant differences. In particularly, the P-score in elementary school and the middle school is similar (lower), but is very high to undergraduates. At the level of moral judgment competence difference by means of moral education and education in ethics is said to be significant. At the same time, there are all the differences in the moral judgment level depending on the gender. According to the analysis of sex distinction, the moral judgment level of women is shown to be higher than that of men, and the validity of hypothesis has been supported when considered that this regression model carries statistical meanings and there is R Square of that model.
But the hypothesis that there are differences in the moral judgment competence of students on the basis of C-score of MJT does not show a significant difference by and large. In the C-score with different school levels, where the score of the elementary school pupils is the highest, that of undergraduates is low. Also, the moral judgment level of men is shown to be higher than that of women. However, this regression model carries no statistical meanings and there is low level in R Square of that model, too. Further, applying Pearson's correlation coefficient, the results showed no correlation in the hypothesis, that there will be the positive correlation between two hypotheses and P-score or C-score.
Based on this research some suggestions would be summarized as follows: Firstly, students ought to be taught suitably in line with the moral judgment level equivalent to school age and this suggests to us that students follow a normal school life. According to the type of school, gaps in scores equivalent to each level is based upon the fact that the higher the educational standard, the higher the grade of the moral judgment. Secondly, it is a matter of the method which concern the students' moral education, will be contingent upon whether students have experienced -ⅲ-and satisfied it. It addresses the effectiveness of moral education in itself, and in this context, deals with the educational enforcement tasks systematically and effectively. Therefore, the response about if there exists a learning experience or not depends upon students memories for learning, so the more clear the memory for experiences in moral education is, the higher scores in moral judgment competence. Moreover, KDIT's P-score and MJT's C-score on the basis of a subject interest of persons who have experienced moral education show us that the higher students' interests are, the higher the moral judgment competence is. But there is no statistical significant difference in this part. Therefore a more systematical program in moral education should be required. Thirdly, the morality is enhanced by soliciting students for a religion in a very natural way. This shows us that religion exerts influence upon moral attitude and behavior but doesn't have a great effect equal to occupying the attention of students who don't have a religious background but would have high morality in a way. Nevertheless, the claim is promoted continuously that the religion influences morality and it is within reason of its own. Thus, to creating an atmosphere to encourage students to choose a religion naturally rather than to soliciting them for it, is also shown to be conducive to morality cultivation.
Ultimately, this study leads to the following results: the moral judgment competence level of Korean young people is compared and assessed with KDIT's P-score and MJT's C-score reasonably and effectively, and alternative hypotheses also are supported. Unfortunately we expected a positive correlation between KDIT's P-score and MJT's C-score, but virtually that is not the case. This will be consolidated with much more researches.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구목적 1
• 2. 연구방법 4
• 3. 연구모형 5
• Ⅱ. 이론적 배경 6
• 1. 도덕성 발달관련 이론적 배경 6
• 가. 주요 개념 6
• 나. 주요 관점 12
• 다. 구성 요소 14
• 2. 도덕성 발달 측정관련 이론적 배경 17
• 가. 기본 가정 17
• 나. 측정 방법론 19
• 다. 주요 도구 24
• 3. 관련 선행연구 46
• 가. 국외의 선행연구 46
• 나. 국내의 선행연구 50
• Ⅲ. 실증연구 설계 및 진행 56
• 1. 연구가설 56
• 2. 연구대상 57
• 3. 조사도구 64
• 4. KDIT와 MJT의 채점과정 68
• 가. KDIT 채점과정 및 자료변환방법 68
• 나. MJT 채점과정 및 자료변환방법 74
• 5. 조사분석 절차 77
• Ⅳ. 조사결과 및 해석 79
• 1. KDIT에 의한 조사 결과 79
• 가. 인구통계변인별 KDIT의 결과 79
• 나. KDIT의 P-지수 향상요인 89
• 2. MJT에 의한 조사 결과 92
• 가. 인구통계변인별 MJT의 결과 92
• 나. 도덕판단력 MJT의 향상요인 111
• 3. 인구통계학적 특성별 P-지수와 C-지수의 비교 114
• 4. KDIT의 P-지수와 MJT의 C-지수간의 자체 상관성 분석 123
• 가. 각지수와 각문항들간의 상관성 123
• 나. 각지수와 각단계들간의 상관성 126
• 5. KDIT의 P-지수와 MJT의 C-지수간의 비교 분석 128
• 가. 학령별 P-지수와 C-지수의 차이 128
• 나. 인구통계변인별 P-지수와 C-지수간의 비교 128
• 다. P-지수와 C-지수간의 상관성 130
• Ⅴ. 가치교육적 시사점 및 결론 133
• 참고문헌 138
• 부록 148