This experiment tested the use of a nudge-based texting intervention on the moral reasoning development of preservice teachers. The intervention sent cell phone text messages of moral scenarios in one of two forms over the course of 6 consecutive weeks (42 days). The first form presented a hypothetical moral dilemma (e.g., Heinz Dilemma) and one type of justified resolution to that moral dilemma. The second form asked a subversive question regarding the limits to moral norms alongside a hypothetical scenario (e.g., "When is it okay to lie?" and a situation where a person lies to prevent further harm). Results showed no statistically significant interaction between group assignment and time across all four indices of moral reasoning development. Furthermore, results showed no statistically significant difference between group assignment or over time across all four indices of moral reasoning development. Discussion reviewed inferences, limitations, and implications of using nudge-based interventions on moral reasoning development in the context of teacher preparation.
|Commitee:||Taylor, Shanon, Rock, Stephen, Thornton, Bill, Liu, Leping|
|School:||University of Nevada, Reno|
|School Location:||United States -- Nevada|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Developmental psychology, Educational technology|
|Keywords:||Intervention, Moral reasoning, Nudge theory, Preservice teachers, Randomized control trial, Teacher preparation|
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