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INTELLECTUAL ABILITIES AND EDUCATION AS MORAL REASONING DETERMINANTS IN EMPLOYEES
Abstract
Morality as a concept has once again invoked scientific curiosity, not only from the philosophical point of view, but from the perspective of other social sciences - especially psychology, which has offered new ways of rethinking the concept. Within the context of cognitive-developmental approach, moral reasoning is interpreted as a central construct of the morality in general (issues such as moral behaviour, moral sensitivity, moral motivation etc.). The main aim of this study was to identify some potential moral reasoning determinants in employees, while focusing on different aspects of intellectual abilities and educational level. Participants (N=194) were employees of both genders with the average age of 35. The study was incorporated in the wider project which focused on the moral behaviour and its correlates. It implied a voluntary and anonymous participation and it was conducted on employees from several different companies in Croatia. Various measuring instruments were applied: Moral Reasoning Test (TMR) and three intellectual ability tests (abstract, verbal and numerical reasoning). As hypothesized, the results have showed significant correlations between moral reasoning and intellectual capacities, as well as the level of education. Abstract reasoning had the greatest predictive value for the explanation of moral reasoning. Verbal intellectual abilities followed in its predictive validity, while the numerical reasoning was not ultimately significant. Likewise, the level of education was a significant moral reasoning determinant, direction of which was expected - the employees with higher educational level demonstrated a higher index of moral reasoning.
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