| Abstract: | Administered the Defining Issues Test (DIT) by J. Rest et al to 146 student teachers on 2 occasions with instructions to either fake bad, fake good, or record their own views (standard instructions). Results support the general theory of a sequence of cognitive stages of moral judgment in which Ss recognize stages they have passed through as immature and can respond appropriately when asked to fake low, while stages higher than the S's own are unattainable thus preventing faking upwards. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
