Moral Judgment Test (MJT) in Urdu: Translation and Validation

Abstract

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.

Moral competence and conduct disorder among Filipino children in conflict with the law

“…The tool's advantages are its ease of administration, lack of nonscorable cases, and use in younger populations . Due to its deviation from classical test structure, reliability and validity of the MCT cannot be assessed using standard measurements, though a test‐retest correlation of r = 0.90 has been reported . The Philippine version has been certified valid by the original author, and permission for its use was secured via electronic mail.…”

Self-accountability in the Literature of Leadership

“…The American developmental psychologist Lawrence Kohlberg (1958Kohlberg ( , 1969Kohlberg ( , and 1976 developed the theory of Cognitive Moral Development (CMD) to explain how an individual reasons when making ethical judgments. The theory of CMD is the framework for understanding Kohlberg's stages of moral development (Liaquat, 2011;Trevino, 1992). The theory of CMDdefines an individual's movement through three levels of cognitive development named as pre-conventional, conventional and, postconventional levels of moral development and explains how an individual reasons when making moral judgments.These three broader levels encompass six stages of moral reasoning, which start with the earliest level of moral development and end with the highest level of moral reasoning (Kohlberg, 1969).…”

“…The theory of moral competence was developed by Georg Lind, who is viewed as the spiritual father of the moral judgment competence theory. Over the years Lindhas developed a moral competence theory for explaining Kohlberg's theory of CMD using a different approach (Liaquat, 2011). Moral competence is the ability of making moral decisions and judgments, and solving problems and conflicts using universal moral principles (Lind, 2015).…”