the moral reasoning of student athletes and athletic training students
the moral reasoning of student athletes and athletic training students
the moral reasoning of student athletes and athletic training students
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picture <strong>of</strong> <strong>the</strong> extent to which institutions <strong>of</strong> higher education jointly with <strong>the</strong> NCAA address<br />
<strong>the</strong>ir ideal missions <strong>of</strong> character development.<br />
Purpose Statement<br />
The purpose <strong>of</strong> this two part study is to: 1) conduct a pilot study for validation purposes<br />
<strong>of</strong> <strong>the</strong> Ergogenic Aids Moral Competence Inventory <strong>and</strong> 2) examine <strong>the</strong> general <strong>moral</strong> <strong>reasoning</strong><br />
<strong>of</strong> Division I college <strong>student</strong> <strong>athletes</strong>’ <strong>and</strong> <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s’ compared with <strong>the</strong>ir <strong>moral</strong><br />
<strong>reasoning</strong> about doping in sport as one measure <strong>of</strong> character development in higher education.<br />
Research Subproblem<br />
1. What is <strong>the</strong> validity <strong>and</strong> reliability <strong>of</strong> <strong>the</strong> Ergogenic Aids Moral Competence<br />
Inventory?<br />
Statistical Subproblems<br />
1. What are <strong>the</strong> differences between <strong>the</strong> <strong>moral</strong> <strong>reasoning</strong> <strong>of</strong> <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s <strong>and</strong><br />
<strong>student</strong>-<strong>athletes</strong> based on scores from <strong>the</strong> Hahm-Beller Values Choice Inventory<br />
(HBVCI)?<br />
2. What are <strong>the</strong> differences between <strong>the</strong> <strong>moral</strong> <strong>reasoning</strong> <strong>of</strong> <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s <strong>and</strong><br />
<strong>student</strong>-<strong>athletes</strong> by gender on scores from <strong>the</strong> Hahm-Beller Values Choice Inventory<br />
(HBVCI)?<br />
3. What are <strong>the</strong> differences between <strong>the</strong> <strong>moral</strong> <strong>reasoning</strong> <strong>of</strong> <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s <strong>and</strong><br />
<strong>student</strong>-<strong>athletes</strong> on <strong>the</strong> interaction <strong>of</strong> gender by status on scores from <strong>the</strong> Hahm-Beller<br />
Values Choice Inventory (HBVCI)?<br />
4. What are <strong>the</strong> differences between <strong>the</strong> <strong>moral</strong> <strong>reasoning</strong> <strong>of</strong> <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s <strong>and</strong><br />
<strong>student</strong>-<strong>athletes</strong> based on scores from <strong>the</strong> Ergogenic Aids Moral Competence<br />
Inventory (EAMCI)?<br />
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