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The Impact of Constructive Controversy on Moral Development |
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| Authors: | Michelle Tichy David W. Johnson Roger T. Johnson Cary J. Roseth |
| Affiliation: | 1. Education Department St. Norbert College;2. This research was based on a doctoral dissertation submitted by Michelle Tichy under the direction of David W. Johnson.;3. Department of Educational Psychology University of Minnesota, Twin Cities;4. Department of Curriculum and Instruction University of Minnesota, Twin Cities;5. Department of Counseling, Educational Psychology, and Special Education Michigan State University |
| Abstract: | We examined the effects of a constructive controversy compared with individualistic learning on 3rd, 4th, and 5th‐grade students' (N = 56) moral development, ethical skills, academic achievement, and attitudes toward social interdependence. The results indicated that participating in constructive controversy (compared with individualistic learning) resulted in greater moral development (i.e., moral reasoning, moral motivation, moral character), greater ethical skills (i.e., perspective taking, perception of self as a moral person, rule orientation), higher academic achievement, and more positive attitudes toward competition. These results extend constructive controversy theory, as well as Piagetian and social interdependent theories. They also provide guidance as to how discussions of moral dilemmas and conflicts among students should be structured and conducted. |
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