| The overall goal of this study was to integrate moral development and emotional development research and theory. Traditionally, moral development has been studied by cognitive psychologists (e.g., Kohlberg); however, gradually, the study of moral development has moved away from a purely cognitive framework in efforts to incorporate affective, personality and motivational components (Eisenberg, 2000; Hoffman, 1976, 1984, 2000; Pizarro, 2000; Rest, Narvaez, Bebeau, & Thoma, 1999). Rest's (1984) Four Component Model (FCM) of Moral Behavior proposed an interactive and dynamic model incorporating these facets. Three of the four components (moral sensitivity, moral character, and moral reasoning) were examined in the present study. Operational definitions for two of the components (moral sensitivity and moral character) were proposed and relationships within and among the components were tested. Additionally, the impact of phases of consolidation on the moral sensitivity and moral character with moral reasoning relationships was also examined. One-hundred and eighteen university students were assessed on moral sensitivity (dialectical reasoning, empathy), moral character (emotional intensity, emotional regulation, personal distress), and moral reasoning. Support for the proposed operational definition of moral sensitivity was found, while only partial support was found for proposed operational definition of moral character. Moral sensitivity is believed to cue moral reasoning, although it is insufficient for moral reasoning to occur. Moral character was found to partially mediate the moral sensitivity-moral reasoning relationship; thus, effective regulation of the cognitive and affective responses associated with moral dilemma awareness fosters moral reasoning. Phases of consolidation and transition were found to moderate the moral sensitivity-moral reasoning and moral character-moral reasoning relationships. Affective empathy and poor emotional regulation skills hinder moral reasoning during times of transition. Although further refinement of the moral character component is required, the results support an interactive and dynamic model of moral development, which incorporates the roles of consolidation and transition, as well as a multifaceted assessment approach that includes both cognitive and emotional skills. Limitations and future directions are discussed. |
