en تخصصي Special Original Article <div style="text-align: justify;"><span style="font-family:Times New Roman;"><strong>Background:</strong> The aim of this study was to investigate the effectiveness of Kohlberg&rsquo;s dilemmas teaching methods and induction of positive emotion on emotional expectations and moral decision making of adolescent girls.<br> <strong>Method:</strong> The research method was quasi-experimental (pre-test and post-test) with a control group. The statistical population was all female students in the first grade of high school (second year) in Yasuj province who were selected by multi-stage cluster sampling and randomly assigned to three groups (n=30). The experimental and control groups completed the scenarios of emotional expectations and daily ethical decision-making tasks as pre-test and post-test. Multivariate analysis of covariance was used to analyze the data.<br> <strong>Results:</strong> The data showed that Kohlberg&rsquo;s hypothetical dilemmas methods and induction of positive emotion in the post-test stage were effective in improving emotional expectations and moral decision making (p <0.001). The results of post hoc test showed that there was a significant difference between the intervention groups (Kohlberg&rsquo;s hypothetical dilemmas and induction of positive emotion) with the control group (p = 0.001).<br> <strong>Conclusion:</strong> Kohlberg&rsquo;s hypothetical dilemmas teaching method and induction of positive emotion are effective on emotional expectations and moral decision making of first grade high school female students.</span></div> Kohlberg’s dilemmas, Positive emotion induction, Emotional expectations, Moral decision making 10 17 http://ijethics.com/browse.php?a_code=A-10-91-1&slc_lang=en&sid=1 Touran Alizadeh toran.alizadeh@yahoo.com 10031947532846002195 10031947532846002195 Yes Farhangian University, Kosar Pardis, Yasuj, Iran Maryam Elahizadeh 10031947532846002196 10031947532846002196 No Farhangian University, Kosar Pardis, Yasuj, Iran