Abstract
The purpose of the present study is to assess the effectiveness of a moral education intervention program in increasing life satisfaction and cognitive development of Chinese teenagers. This moral education program was designed to integrate popular moral theories (e.g., dilemma solution, emotion, habituation) to foster adolescents’ growth in moral development. The whole intervention is to be administered over a period of two semesters. Participants undergoing this moral education program will be compared to a control group that takes part in traditional moral classes for the same amount of time. The proposed study aims to compare the cognitive development of the intervention and control groups to determine whether the intervention can lead to a higher moral cognitive reasoning and life satisfaction, comparing to control schools. In addition, the difference between experimental group and control will be larger in the students of higher grade level. Finally, I propose to compare the difference in effectiveness of this intervention between teenagers in cities and rural areas.