道徳判断の発達に影響を及ぼす社会的相互作用の検討 Role-Taking Opportunityの観点からの分析

山岸 明子; 無藤 隆

doi:10.4992/jjpsy.50.219

山岸明子, 無藤隆

著者情報

ジャーナルフリー

1979 年 50 巻 4 号 p. 219-226

DOI https://doi.org/10.4992/jjpsy.50.219

詳細

発行日: 1979/11/20 受付日: 1979/05/10 J-STAGE公開日: 2010/07/16 受理日: - 早期公開日: - 改訂日: -
訂正情報
訂正日: 2010/07/16 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : The purpose of the present study was to examine the relationship between the development of moral judgement and the social interaction through the extent of experiences with role-taking opportunities (RTO) corresponding to the various stages of moral development as defined in Kohlberg's theory. What kinds of social interactions and RTO do subjects in each stage experience? How possibly do these variables discriminate students in Stages 3, 4 and 5?
The Japanese edition of Difinig Issues Test, RTO questionnaire, and a vocabulary test were administered to 110 senior high school students and 146 college students. Thirty-one, 58, and 88 students in Stages 3, 4, and 5 respectively were selected by the DIT score. The RTO questionnaire assessed qualities and quantities of interactions with other people, group activities, voluntary social activities, contacts with mass media, and contacts with books. From these the scores of role-taking opportunities corresponding to the three moral stages were assigned to each variable. The correlation between the vocabulary test score and the moral judgement level was low.
Results were as follows: The higher a student's moral stage was, the more social interaction experiences he has had.
Discrimination of the stages using the social interaction variables was a moderate success; they were discriminated correctly for 61 percent of the students.
Overall RTO scores showed that Stage 4 students have had more RT 4 opportunities (which correspond to Stage 4) than Stage 3 students, and that Stage 5 students have had more RT 3 and RT 5 opportunities than Stage 4 students, thus supporting the hypothesis of correspondence between moral stages and RTO.
From analyses of social interactions correlated with stages, it was found that interactions with concrete human figures which may involve conflicting viewpoints, rather than contacts with mass media which unilaterally present social viewpoints, greatly contribute to the development of moral judgement. It was further suggested that there are activities such as a group activity which may contribute to a certain stage but may inhibit moving to an upper stage.
Right : The relationship between moral development and role-taking opportunities (RTO) in adolescence was investigated. Subjects were classified into Kohlberg's Stage 3, 4 or 5 by Defining Issues Test. From the subjects' questionnaire responses to five social interaction situations, i.e., interpersonal interaction, group activity, voluntary social activity, contact with mass media, and contact with books three RTO scores were computed, which were assumed to correspond to the three stages. The results showed (a) that the higher the subject's stage, the more post participation in social interactions and (b) that a subject in a given stage had often participated in activities which offered many opportunities of role-taking needed in his stage.

抄録

The relationship between moral development and role-taking opportunities (RTO) in adolescence was investigated. Subjects were classified into Kohlberg's Stage 3, 4 or 5 by Defining Issues Test. From the subjects' questionnaire responses to five social interaction situations, i.e., interpersonal interaction, group activity, voluntary social activity, contact with mass media, and contact with books three RTO scores were computed, which were assumed to correspond to the three stages. The results showed (a) that the higher the subject's stage, the more post participation in social interactions and (b) that a subject in a given stage had often participated in activities which offered many opportunities of role-taking needed in his stage.

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