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In a cognitive-developmental analysis of achievement and moral judgments, 300 black and white subjects aged 4-18 made moral and achievement evaluative judgments in sixteen situations. The situations differed according to the intent (effort) and ability of the person being judged, and in the objective consequences of the behavior. Analysis of variance revealed that the three evaluative dimensions of intent, ability, and outcome are systematically used in both achievement and moral appraisal. Further, there are highly significant age trends. In both the achievement and the moral conditions subjective intent replace objective outcome as the main determinant of judgment. However, following the age of 12 in the achievement context, objective outcome again becomes the more important determinant of evaluation. It is contended that society reinforces this more "primitive" developmental stage. Racial differences in the time of onset of the various stages were exhibited, although the sequence of evaluative stages was identical between racial and sex grouping. In addition, the data strongly support the position that achievement strivings are maintained by social reward, while moral behavior is controlled by social punishment. (Author)

A cross-sectional study of 300 children, ages 4-18 demonstrated that three evaluative dimensions (intent, ability and outcome) are used in forming moral judgments and achievement evaluations. Significant age trends were identified, lending support to a cognitive-developmental view of achievement motivation. (DP)