The present study evaluated hypotheses that social perspective-taking experiences in university and employment settings are related to advanced moral judgment in late adolescence and adulthood. Measures of childhood and postchildhood role-taking opportunities as well as the Sociomoral Reflection Measure-Short Form were administered to 153 university first-year and senior undergraduates. Advanced moral judgment was defined as the transitionfrom interpersonal to societalmoraljudgmen4 as described in the Gibbs et al. adaptation of Kohlberg's Stages 3 and 4. Adolescent and adult social perspective-taking contexts were divided intofour categories: academic, campus peers, employment, and exposure to social diversity. Postchildhood, but not childhood, roletaking opportunities related to advanced moral judgment. Intellectualperspective taking in academic settings accounted for more of the moral judgment variance than did any other factor, although employment-related, campus peer, and socially diverse perspective taking also were significant.
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