A Multilevel Examination of the Influence of Institutional Type on the Moral Reasoning Development of First-Year Students

Autor/in	Mayhew, Matthew J.
Titel	A Multilevel Examination of the Influence of Institutional Type on the Moral Reasoning Development of First-Year Students
Quelle	In: Journal of Higher Education, 83 (2012) 3, S.367-388 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2012.0020
Schlagwörter	Liberal Arts; Moral Development; College Freshmen; Hierarchical Linear Modeling; Correlation; Colleges; Longitudinal Studies; Measures (Individuals); Predictor Variables; Statistical Analysis; College Environment; Educational Environment; Institutional Characteristics + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Studienanfänger; Korrelation; College; Hochschule; Fachhochschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Prädiktor; Statistische Analyse; Hochschulumwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purpose of this study was to examine the influence of institutional type on the moral reasoning development of 1,469 first-year students. Hierarchical linear modeling was used to account for students nested within institutions. Moral reasoning gains were related to, but not dependent upon, institutional type, with students at liberal arts colleges demonstrating higher moral reasoning skills than those at community colleges. Implications are discussed. (Contains 4 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10