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Science and Engineering Ethics

, Volume 25, Issue 2, pp 583–596 | Cite as

Does Studying ‘Ethics’ Improve Engineering Students’ Meta-Moral Cognitive Skills?

  • Reena CheruvalathEmail author
Original Paper

Abstract

This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral cognitive awareness inventory developed on the basis of the meta-cognitive awareness inventory prepared by Schraw Gregory and Dennison Rayne Sperling was used to measure the meta-moral cognitive level of the respondents. The results show that there was a substantial difference in the meta-moral cognitive abilities between those students who studied professional ethics, and those who did not. The univariate analysis of variance of the collected data reveals a significant variance (p = .017).

Keywords

Professional ethics Meta-moral cognition Moral judgment Engineering curriculum 

Notes

Acknowledgements

The author wishes to acknowledge the contributions of three engineering graduates (Ranajoy Roy, Prakhar Sinha and Hanish Gupta) in helping to collect the data for the study.

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Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2017

Authors and Affiliations

  1. 1.Department of Humanities and Social SciencesBITS PilaniZuarinagarIndia

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