In moral education of Civics perspective, teaching and learning "moral dilemma" will be a means that facilitates the students to provide moral argument and at the same time shows the position of their moral development toward the case "moral dilemma" posed to them, so that they gradually develop themselves to be the citizens who are intelligent, responsible and civilized. The students of high school, as a whole, obtain the average 'judgment score” = 14.7, indicating the level of cognitive moral development at stage II (conventional), which is oriented to the law and order, i.e, 70% of the male students with the average of the “judgment score” = 13.6, and 100% of women with "judgment score” = 15.8. There is a strong and significant correlation between the level of cognitive moral development with the gender of students in high school. Gender differences in Kohlberg’s measurements show the ambiguous results, namely: showing the very different patterns from sex and also implying controversy. However, in relation, it is affirmed that women indeed have evolved differently from men, including in terms of moral thinking

The purpose of the present study was to explanation of moral behavior in adolescents on the basis of moral metacognition knowledge due to the gender differences. Accordingly, 250 people (125 boy students and 125 girl students) were selected by multistage cluster sampling among first high school students in the city of Khorramabad and completed Moral metacognition and Moral behaviour questionnaires. Then,data were analyzed using regression method and Independent t test. Results showed that the first hypothesis is rejected and two other hypotheses were confirmed. It means moral metacognition knowledge in students cant anticipate their moral behavior. But there is significant difference in moral behavior and the three components of moral metacognition in girls and boys. therefore it is nessecery in order to examine the moral behavior in adolescents be searched other factors, especially the non-cognitive factors and in teaching morality to adolescents be attentioned to the gender differences

Moral judgment is the ability of an individual to perceive and promote the rights and wrongs based on some societal norms/ethics/traditions. This ability develops over time by passing through different developmental stages differently. The objective of the study is to identify the gender difference as well as the differences among, first born and single child, in the moral judgment. The sample size is 60, comprising of 30 boys (15 single child and 15 first-born) and 30 girls (15 single child and 15 first-born), who are children within the age range of 10-11 years. The tool used to assess the moral judgment is 'Moral Judgment Test' developed by Dr. Meera Verma and Prof. Durganand Sinha. The statistical analysis was done by employing Two-way ANOVA. The obtained results indicate that there is no significant difference between boys and girls as well as, the single child and firstborns in their moral judgment.

The present research work aims to study Moral Judgement among adolescent students of Rohtak in relation to their Social Maturity. The sample comprised of 300 students studying in 11th class. Moral Judgement of adolescents was judged by using MRT test by Km. Ranjana Gupta and Social Maturity of adolescent students was judged by using Social Maturity Scale by Nalini Rao. It was found that mean scores on Moral Judgement was found to be 91.51. Social Maturity of adolescent students was of high level in adolescent students. The coefficient of correlation between moral judgement is significant at .01 level. Keywords: Moral Judgement, Social Maturity, gender, locality, adolescents

The present study is aimed to identify the moral values among the students community in higher secondary level. Study was constituted with one hundred and eighty samples. The study reveals that girls students have more moral qualities than boys and rural students have more moral qualities than urban students and followed by Christian students have more moral qualities than others.It is suggested that authorities of school to concentrate moral qualities among students community in school and society. It will develop the socially adopted person in near future. Standards of moral life of people are gradually declining. The norm of family, society, politics, secularism, democracy are going down and continuing under strain. Wide spread disturbance, chaos, confusion and dislocation in life have become common phenomena. Deteriorating conditions of the system of values and ethics in our daily life are realized. Different Educational Commissions and committees in our country have expressed their deep concern over the declining values in human activities and emphasized on providing value oriented education. Families as well as teachers, who lay the foundation of future citizens, must undertake the task of inculcating values in children. Hence the society has a responsibility to ensure that values are inculcated in children and congenial environment be created to nurture those values. In this perspective the present investigation intend to measure moral values among higher secondary school students

In this research we use “the Moral Judgment Test” as an instrument that is developed by Professor Georg Lind in 1976, but is a Chinese version with some revisions, with 724 students whose ages are from 14 years old to 27 years old as the participants. The results show that: the C-scores are increased with the increase of the students’ age, but there are some fluctuations among different grades. It is obvious that the school education do could improve students’ abilities of moral judgment, but there exist some instability factors. There are no significant differences in their C-scores between male and female students, among different grades within certain schools and universities, and among students with various professions, the key schools and the regular schools as well as the two-year and the four-year college students.

The present study was conducted as part of a larger study that aimed to compare moral judgment competence and moral preferences among Pakistani students of public and private sector educational institutes and religious institutes and also to measure the pattern of development of moral judgment competence of students within these institutes. The validation study completed in two phases, during the 1st phase data were collected from the students of grade 8 to 16 from public sector schools and colleges of Rawalpindi city. Very low mean c-score was observed (M = 13.60, SD = 9.05), the test came out to be valid on preference hierarchy criterion but its validity on the cognitive-affective parallelism and Quasi- simplex structure criteria could not be established due to low c-scores of the sample. In the second phase an additional sample from one private sector and two public sector universities was collected. The analysis of the combined sample (N = 246) showed no significant improvement of c-scores (M = 13.94, SD = 9.53). The test meets well the preference hierarchy criterion but on the other two criteria results remain inconclusive due to low variance in the sample. The low c-scores are explained on the basis of three assumptions; (1) poor quality of education, (2) dogmatic religiosity, and (3) weak and instable political structure of Pakistani society.

Abstract The aim of the present study is to investigate whether the moral atmosphere in secondary school, as perceived by the students, exerts a negative influence on students' practical judgement in schoolrelated dilemmas. Hypotheses based upon the Just Community approach are tested in research carried out in regular secondary schools in the Netherlands.

Various factors affect/ influence on quality of interpersonal relationships, which are related to a smaller or larger degree to perceiving, observation of behaviour of others, and then their valuation/judgment. People follow a specific ethical system, different for different communities and cultures. In this studies, we were looking for connections between accepting ethical codes with a number of factors that affect moral judgments of Polish students: commitment and perseverance, transgression, strong ego, openness, nonconformism, entrepreneurship, and tendency to take risk. The study group (n=548) analysis showed that the strongest differentiation (size effect: eta-squared) the Kruskal-Wallis test was conducted as a nonparametric alternative to the one-way ANOVA was for the variable: ethics of common good and the factors: openness, commitment and perseverance and tendency to take risk, ethics of autonomy and the factors: openness and commitment and perseverance. These dimensions of...