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Measurements Matter: Taking the DIT-2 Multiple Times and College Students’ Moral Reasoning Development

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Abstract

The purpose of this paper was to examine differences between undergraduate students who had multiple exposures to an assessment of moral reasoning development (DIT-2) and students of the same cohort who had fewer exposures to the same assessment. Controlling for a host of individual covariates, the analysis determined that students who took the DIT-2 three times scored significantly higher than those who took this measure only twice. Effects were similar for two additional cohorts of students. Implications are discussed.

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Acknowledgments

The research on which this paper was based was supported by a Grant from the Center of Inquiry in then Liberal Arts at Wabash College to the Center for Research on Undergraduate Education at the University of Iowa.

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Authors and Affiliations

  1. New York University, 82 Washington Square East Room 700, New York, NY, 10003, USA

    Matthew J. Mayhew & Benjamin Selznick

  2. University of Iowa, Iowa City, IA, USA

    Ernest T. Pascarella & Teniell Trolian

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  1. Matthew J. Mayhew
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Correspondence to Matthew J. Mayhew.

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Mayhew, M.J., Pascarella, E.T., Trolian, T. et al. Measurements Matter: Taking the DIT-2 Multiple Times and College Students’ Moral Reasoning Development. Res High Educ 56, 378–396 (2015). https://doi.org/10.1007/s11162-014-9348-5

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