Cognitive and emotional dynamics in moral motivation and development
By: Ulaş Kaplan
Contributors: Harvard University. Graduate School of Education
Published: 2007
Language: eng
Number of pages: 46
Subjects: Motivation (Psychology); Case studies; Educational psychology; Developmental psychology; Moral development; Moral education; Emotion in children
Description: This study explores the dynamic nature of moral motivation and emotional experience in moral meaning making from a developmental perspective. In particular, intrapersonal variability across developmental stages of moral motivation is explored as an indication of individuals' use of multiple stages. In this process, insights and methodology of Deci and Ryan's Self-Determination Theory (1985, 2000) are applied to the study of moral motivation and development. Consistently, Kohlberg's stages of moral reasoning (1969) are reconsidered as dynamic stages of motivation that may operate simultaneously to different degrees. 74 high school students and 97 college students participated in the study by completing a new Moral Motivation and Emotions Questionnaire. The questionnaire was developed for this study in order to assess moral motivation, emotional experience and awareness by using two dilemmas Kohlberg used in his research. Findings revealed significant intrapersonal variability in moral motivation through multiple developmental stages, distinctive patterns in reported emotional experience, and developmental patterns. The new methodology of assessing moral motivation based on the use of multiple stages revealed a developmentally significant pattern based on age. In addition, emotional awareness was found to be positively associated with age, as well as the quality of moral motivation. Educational implications and suggestions for future research are discussed in terms of understanding the complexity and promoting the quality of moral motivation and action based on dynamic cognitive, emotional and developmental factors.
Notes: Vita.

Thesis (Ed.D.)--Harvard Graduate School of Education, 2007.

Includes bibliographical references (leaves 36-45)