도덕적 추론과 도덕적 직관, 인지양식 및 메타인지의 관계 = The relationship between moral reasoning and moral intuition, cognitive style, metacognition

다국어 초록 (Multilingual Abstract)

This study investigated the relationship between moral reasoning and moral intuition, cognitive style, metacognition. This study sought to answer three questions.
1. What is the relationship between moral reasoning and moral intuition?
2. What is the relationship between moral reasoning and cognitive style, metacognition?
3. What is the difference between male and female in moral reasoning?
The subjects of this study were 137 students of elementary school, 117 students of middle school, 148 students of high school located in Seoul, and 72 students from Chung-Ang University. Those subjects, except college students, were measured moral reasoning by the Defining issues test(DIT), cognitive style by the Group Embedded Figures Test(GEFT), and metacognition by which used prior research(Swanson & Hill, 1993). Middle and high school students have controlled the intelligence variable. College students only were investigated the relationship between moral reasoning and moral intuition by interview and a questionnaire developed by the researcher. Moral dilemmas which presented to college students were constructed one common dilemma and two taboo dilemmas. Interview focused on the responses after listening the tape-recorded moral dilemmas and this process has been recorded on video tape. Criterions which considered as the prototypical properties of moral intuition are emotional response(facial expression, gut feeling etc), quick and automatic judgement, low level of logical language expression, strong beliefs of judgement, post-hoc reasoning after moral judgement. Data of this study was analyzed Chi-square, Pearson's moment correlation, partial correlation, biserial correlation, t-test analysis, ANOVA, ANCOVA, Multiple regression.
The findings of this study are as follows.
First, moral intuition, like moral reasoning, showed a causal role of moral judgement and at this case moral reasoning showed a post-hoc reasoning after moral judgement. Also, these evidences showed that taboo moral dilemmas were more frequent than common dilemma. Additionally, the difference in sex was not significant.
Second, cognitive style and moral reasoning correlated significantly.
Also, field-independent cognitive style group is higher than field-dependent cognitive style group in moral reasoning score(elementary school: F=4.086, p<.05, middle school: F=4.070, p<.05, high school: F=6.440, p<.05). Metacognition and moral reasoning correlated significantly. Higher level metacognition group demonstrated higher moral reasoning score than do lower level metacognition group (elementary school: F=14.936, p<.05, middle school: F=7.241, p<.01, high school: F=6.441, p<.05). Also, Interaction effect of cognitive style and metacognition was not demonstrated in moral reasoning, significantly.
Third, the difference of sex in moral reasoning score was notsignificant in elementary and middle school. But in high school female students was higher than male students in moral reasoning score(t=4.133, p<.01). Interaction effect of sex and age was not demonstrated in moral reasoning, significantly. Additionally, effects of moral reasoning across sex, age, cognitive style, metacognition were ordered of age(β=.339, p<.01), cognitive style(β=.213, p<.01), metacognition(β=.203, p<.01), sex(β =.118, p<.01). Based on this result, it showed that sex variable was the lowest variable in effect of moral reasoning among four variables.
These findings suggest that moral intuition should be considered as a causal cognitive process of moral judgement. Also, both cognitive style and metacognitive ability should be treated as students' cognitive characters in moral education for developing moral reasoning and cognitive moral development. Finally, the difference of sex in moral reasoning ability suggests a need of reevaluate in further research, because the findings of this study contrasted with the results of many prior researches and sex variable in moral reasoning have been treated as an important topic in research of Kohlberg's cognitive moral development theory

목차 (Table of Contents)

• I. 서론 = 1
• A. 연구문제의 제기 = 1
• B. 연구의 목적 및 의의 = 8
• C. 용어의 정의 = 10
• II. 이론적 배경 = 13
• A. 인지적 도덕발달 연구 동향 = 13
• B. 도덕적 추론과 도덕적 직관 = 21
• C. 도덕적 추론과 인지양식의 관계 = 28
• D. 도덕적 추론과 메타인지의 관계 = 33
• III. 연구문제 및 가설 = 37
• A. 연구문제 = 37
• B. 연구가설 = 41
• IV. 연구방법 및 절차 = 42
• A. 연구대상 = 42
• B. 측정도구 = 42
• C. 연구절차 = 46
• D. 자료분석 = 47
• V. 결과 및 해석 = 48
• A. 학교급별 집단의 특성 = 48
• B. 도덕적 추론과 도덕적 직관의 관계 = 49
• C. 도덕적 추론과 인지양식 및 메타인지의 관계 = 55
• D. 성별 도덕적 추론능력 = 62
• VI. 논의 및 결론 = 66
• A 요약 = 66
• B. 논의 = 69
• C. 결론 = 71
• D. 제언 = 73
• 참고문헌
• ABSTRACT
• 부록
• 부록 I. 도덕 추론 능력 검사(한국판 DIT)
• 부록 II. 도덕 직관 검사용 딜레마
• 부록 III. 도덕 직관 검사용 설문지
• 부록 IV. 인지 양식 검사
• 부록 V. 메타 인지 검사

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