Showing papers in "Ethics & Behavior in 2023"
TL;DR: In this article , the authors investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous questionnaire.
Abstract: This study investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous questionnaire. Latent profile analysis (LPA) was employed to form subgroups of students based on academic dishonesty – related constructs. The results showed that academic dishonesty was higher in males and among Sciences and Economics/ICT majors, and that it was associated with students’ perceptions and a pattern of dysfunctional academic behavior. Moreover, students majoring in Science and Economics/ICT reported higher levels of witnessing a peer cheating, which was positively linked to academic dishonesty. LPA revealed three groups of students with low, medium, and high academic dishonesty-related variable scores. The implications of these findings for understanding how perceptions about cheating and academic self-handicapping are linked to academic dishonesty are discussed. The study also suggests some possible interventions to prevent and reduce academic dishonesty based on the emerged student profiles.
1 citations
TL;DR: In this paper , the authors examined the effects of ethical leadership on subordinates' sense of person-environment fit in terms of its effect on displays of positive and negative behaviors, and they collected data from 414 employees from various industries over three time periods.
Abstract: An increasing number of studies explore the relationship between ethical leadership and subordinates’ work behavior. However, it remains unclear whether ethical leadership affects subordinates’ perceptions of the person-job fit and perceived person-organization fit. We examine the effects of ethical leadership on subordinates’ sense of person-environment fit in terms of its effect on displays of positive and negative behaviors. We collected data from 414 employees from various industries over three time periods. Hypotheses were tested using structural equation modeling (SEM). The SEM results show that person-job fit and person-organization fit mediate the effects of ethical leadership on proactive, and unethical behavior. Person-organization fit mediates the effects of ethical leadership on proactive behavior by the organization and unethical behavior by the organization. These results have implications for management.
TL;DR: This paper showed that large numbers of these students are unable to identify gray area issues and lack sensitivity to the context dependence of these, and a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating.
Abstract: Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training.
TL;DR: This paper showed that participants who already knew obedience studies expected that others would be more obedient and would administer more damaging treatment to the target, but this effect was not magnified among participants displaying high self-esteem.
Abstract: In two highly powered studies (total N = 1617), we showed that individuals estimated that they would stop earlier than others in a Milgram-like biomedical task leading to the death of an animal, confirming the relevance of the Better than Average Effect (BTAE) in a new research setting. However, this effect was not magnified among participants displaying high self-esteem. We also showed that participants who already knew obedience studies expected that others would be more obedient and would administer more damaging treatment to the target. However, knowledge of Milgram’s studies was unrelated to a higher estimate of their own behavior (study 1), and was even linked to the prediction that they would stop earlier (study 2, preregistered). Despite the wide educational use of Milgram’s studies to increase people’s awareness of the risks inherent to blind obedience, it may be that this knowledge only serves to evaluate other’s behaviors, and not oneself.
TL;DR: In this article , the effect of contextual aesthetics on the recognition of moral behavior was investigated, and it was found that individuals in a high aesthetic context had a quicker recognition time for moral behavior than those in a low-aesthetic context, indicating a correlation between low aesthetic context and immoral behavior.
Abstract: Does context influence our appreciation of beauty? To answer this question, two experiments were conducted to determine the effect of contextual aesthetics on the recognition of moral behavior. Experiment 1 demonstrated that individuals in a high-aesthetic context had a quicker recognition time for moral behavior than those in a low-aesthetic context. In a low-aesthetic context, individuals recognize immoral behavior more quickly than in a high aesthetic context. Individuals showed greater recognition rates for moral behavior in a high aesthetic context and higher recognition for immoral behaviors in a low aesthetic context for behavior with unclear information. Experiment 2 revealed that individual fixation counts were smaller under the conditions of high aesthetic context and moral behavior than under the conditions of low aesthetic context and moral behavior, indicating a correlation between low aesthetic context and immoral behavior. This study shows that high aesthetic context facilitates the recognition of moral behavior, which has implications for moral education.
TL;DR: This article explored the psychological mechanism underlying and the boundary condition affecting the relationship between leader unethical pro-organizational behavior (UPB) and subordinate silence, and proposed a moderated mediation model.
Abstract: This study explores the psychological mechanism underlying and the boundary condition affecting the relationship between leader unethical pro-organizational behavior (UPB) and subordinate silence. Drawing on social cognitive theory (SCT), we posit that leader UPB may decrease subordinate moral ownership, which in turn might trigger subordinate silence; we further hypothesize that corporate social responsibility (CSR) directed toward employees may weaken the relationship between leader UPB and subordinate moral ownership as well as the indirect relationship between leader UPB and subordinate silence via subordinate moral ownership. A time-lagged survey of a sample consisting of 304 leader–subordinate dyads located in China supports the hypothesized moderated mediation model. This research explores the consequences of UPB and provides guidelines for practitioners.
TL;DR: This article presented normative information for the Defining Issue Test Version 2 (DIT2) schema scores and most common summary scores based on secondary data from the last 10 years DIT2 database (N = 73740, Mage = 23.11, SD = 7.87, the age range in year = 12-95).
Abstract: This article presents normative information for the Defining Issue Test Version 2 (DIT2) schema scores and most common summary scores based on secondary data from the last 10 years DIT2 database (N = 73740, Mage = 23.11, SD = 7.87, the age range in year = 12–95) maintained by the University of Alabama’s Center for the Study of Ethical Development from 2011 to 2020. More specifically, the study provides (1) norms by education; (2) norms by gender and education; and (3) norms by gender and age for the DIT2. The norms indicate a general but not consistent trend that moral reasoning scores increase by education level. Additionally, the Personal Interest and Maintain Norms scores are higher for males than females for all education levels and age groups while Postconventional, N2, and Type indicator scores are higher for females than males for all education levels and age groups.
TL;DR: This paper performed a meta-analysis of 54 independent studies from 2010 to 2023, comprising a total of 14,836 samples, to investigate the impact of OID on pro-organizational behavior and the moderating effects of cultural context.
Abstract: In recent years, the adverse implications of organizational identification (OID) have received significant attention in the field of organizational behavior research, particularly as it is considered a critical factor in unethical pro-organizational behavior (UPB). Nevertheless, the findings of previous studies are inconsistent. To explain these discrepancies, we performed a meta-analysis of 54 independent studies from January 2010 to April 2023, comprising a total of 14,836 samples, to investigate the impact of OID on UPB and the moderating effects of cultural context. The results of our study demonstrated that individualism, power distance, masculinity, uncertainty avoidance, and indulgence play moderating roles in the OID – UPB relationship. This study makes noteworthy theoretical and practical contributions and lays the foundation for future research.
TL;DR: In this paper , the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress was investigated. But, the results of the study were limited to a sample of 363 university students aged 18 to 29.
Abstract: Research concerning the link between morality and education-related variables is scarce. Thus, the present study addressed this issue by focusing on the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress. Our sample comprised 363 university students aged 18 to 29 (M = 20.86, SD = 1.57) from Bachelor’s and Master’s programs. Correlation analysis suggested that academic engagement was negatively associated with psychological distress and educational anti-mattering. Moderation analyses suggested that moral disengagement predicted academic engagement only at high levels of psychological distress (i.e. depression, anxiety, and stress). Educational anti-mattering, however, did not significantly moderate the link between moral disengagement and academic engagement. We discuss the theoretical and practical implications of the results in addressing students’ academic engagement.
TL;DR: In this article , a study of 404 university students from the United Arab Emirates (UAE) were presented with four versions of the trolley dilemma and found that higher levels of depressive symptoms predict greater consistency in adherence or rejection to the doctrine of double effect.
Abstract: Trolley dilemmas have been used to justify the intuitive appeal of the doctrine of double effect. According to this doctrine, if a good action has a harmful side effect, it is morally acceptable to do it, provided the harmful effect is not intended. However, in some variants of the dilemma, most people are willing to forego this doctrine, thus making responses inconsistent. In this study, 404 university students from the United Arab Emirates (UAE) were presented with 4 versions of the trolley dilemma. Results came out showing that higher levels of depressive symptoms predict greater consistency in adherence (or rejection) to the doctrine of double effect. Likewise, higher levels of depressive symptom predict utilitarian responses to trolley dilemmas. Anxiety symptoms had similar effects, but more moderate. Demographic variables (age, gender) were also assessed as predictors of responses and consistency to trolley scenarios, but no significant effects were found.
TL;DR: In this article , a brief illustration in this regard, using as examples the widely popular Popperian falsification and the Kuhnian scientific paradigm, is provided, and a rudimentary application of these philosophical notions could be useful in our understanding of the nature and cause of research misconduct, and facilitate mitigation of the latter through educational means.
Abstract: Misconduct in science is often viewed and analyzed through the lenses of normative ethics and moral philosophy. However, notions and methods in the philosophy of science could also provide rather penetrative explanatory insights into the nature and causes of scientific misconduct. A brief illustration in this regard, using as examples the widely popular Popperian falsification and the Kuhnian scientific paradigm, is provided. In multiple areas of scientific research, failure to seek falsification in a Popperian manner constitutes a questionable research practice and could lead to “falsification” in the context of research misconduct. On the other hand, scientific misconduct is often facilitated by its perpetrators using the familiarity, expectations and confines of a Kuhnian paradigm to blend in fabricated data/results. A rudimentary application of these philosophical notions could be useful in our understanding of the nature and cause of research misconduct, and facilitate mitigation of the latter through educational means.
TL;DR: In this paper , the authors discuss the need to expose professionals to ethics in the formative stages of their training, as a means to set the foundation of expected professional behaviors, and the nature of the content of what is ethically covered in training as well as continued professional development is thus of important interest.
Abstract: There has been a rapid increase in the globalization of professions since the turn of the century, and this has been true for the psychology profession as well. Psychological research evidence, theories and practice have spread rapidly, influenced in no small part by ever-widening access of diverse people to technologies, as well as increased dissemination and sharing of training and resources. There is also an evidence base of increased mental health concerns (e.g., Furukawa & Kessler, 2019) in many contexts, and in the spread of ideas from psychology to ameliorate symptoms and tackle these occurrences more widely than before. In parallel, psychologists have faced increasing demands to demonstrate their accountability both to the people with whom they consult (often as their clients become more aware of their rights), as well as to organizational or institutional settings in which they work (Greenberg & Smith, 2008). Ethics is therefore a central element of their work. Ethical practice is at the core of the discipline of psychology and is often one of the first modules covered in introductory training. Francis (2009) wrote of the need to expose aspiring professionals to ethics in the formative stages of their training, as a means to set the foundation of expected professional behaviors. The nature of the content of what is ethically covered in training as well as continued professional development is thus of important interest. Codes of ethics comprise an important component of ethics training. Sinclair (2012) traced a number of historical influences upon the development of ethical codes of practice, highlighting both the influence of existing medical codes, as well as events that have underscored the need for such. She noted that prior to the Modern Era, there were ethical documents such as the “Ayurvedic Oath of Initiation” from India; the Hebrew “Oath of Asaph”; the Persian “Holy Abbas’s Advice to a Physician”; the “Seventeen Rules of Enjuin” from Japan; and the “Five Commandments and Ten Requirements” influenced by Confucian thought in China. These documents all pre-date modern developments and contain elements that overlap with more recent professional ethics codes. Unfortunately, over the past few decades many of the ethical codes for psychologists were initiated by national psychological organizations influenced by predominant thinking in the developed or “Western” world, also characterized as White, Educated, Industrialized, Rich and Democratic (WEIRD; e.g., Azar, 2010). Leach and Gauthier (2012) commented on the need for culturecenteredness of codes of ethics, because these are developed within a specific cultural milieu and are reflective of the values of that culture. That said, when developing ethics codes, there has been a lot of borrowing of ethics standards and principles across countries, but it is unknown how they are actually interpreted and implemented across countries, given the influences of different cultures. For example, though a principle such as integrity or a standard such as confidentiality may be commonly found across psychological ethics codes, because they are common components of the psychology profession internationally, the extent to which they have the same meanings given cultural (as well as political, historical, legal, and religious) contexts is unknown. There have been a few ethical documents that are regional and assist national psychological associations with the development of their ethics codes (e.g., those provided by the European Federations of Psychologists’ Associations [EFPA]). While these types of documents offer guidance for ethical development across countries, the interpretation of specific components of national psychological ethics codes has yet to be examined. In part because of this complexity, and as more countries have developed codes of ethics over the past few decades, it became important to develop an international document to help psychologists consider their ethics from a principled perspective. A landmark event occurred through the publication of a multi-national ethical declaration, which ETHICS & BEHAVIOR 2023, VOL. 33, NO. 3, 175–182 https://doi.org/10.1080/10508422.2022.2152339
TL;DR: In this article , the authors examined how these three ethical standards are interpreted and applied in their countries, offering insights into similarities and differences among the different countries and compared to previous, western-focused, literature.
Abstract: There are approximately 60 codes of ethics developed by national and regional psychological associations around the world, and there is wide variability in their structures, formats, lengths, and degree to which they can be enforced. Enforcement implies that there is sufficient infrastructure within a particular psychological association to intervene should a psychologist engage in unethical behaviors. Many ethics codes include principles and standards, though they are not always structured and indicated as such. In many countries principles are considered aspirational and include constructs such as beneficence, integrity, and respect. They are generally not considered enforceable because of the non-behavioral specification associated with them. Standards, however, are often considered enforceable and include behavioral components. Recent works investigating international components of professional psychological ethics include developments in the area of principles and standards. The most notable development in the area of principles is the Universal Declaration of Ethical Principles for Psychologists (see, Gauthier, 2022). This document represents common principles found in most countries and cultures around the world. It includes the principles of Respect for the Dignity of Persons and Peoples, Competent Caring for the WellBeing of Persons and Peoples, Integrity, and Professional and Scientific Responsibilities to Society. It has been directly implemented into different ethics codes (e.g., Guatemala) and is a source of foundational principles from which psychological associations can draw when developing codes of ethics. The internationalization of ethical standards has received some attention over the years, yet little is still known about their cross-cultural relevance. Leach and colleagues have engaged in the majority of work in this area, by comparing ethics codes and determining which standards are found most and least often internationally. Comparisons have been made to determine the overlap in areas such as competencies (Kuo & Leach, 2017), duty to protect (Leach, 2009), and research (Leach et al., 2012). This research area indicates consistencies across ethics documents internationally and common values and practices found for the psychology profession, regardless of country. However, this research line has its limitations. While this area of research allows for insights into common practices within psychology across the globe, it has not investigated the meanings attached to terms and their applications in sufficient depth. National codes of ethics may share common ethical standards (e.g., competence), but what is not known is how such standards are interpreted across different cultures and countries. This paper is the first known attempt to delve into the interpretation of different ethical standards. More specifically, practically all codes have standards of care regarding informed consent, multiple relationships, and confidentiality. Much has been written on these three standards from primarily western perspectives, but how these are interpreted within other cultural contexts in which psychologists practice is not known. The papers of this special issue examined these three standards from four different countries, representing different cultural and religious perspectives. Authors from China, Lebanon, Ukraine, and the United Arab Emirates were asked to address how these three ethical standards are interpreted and applied in their countries, offering insights into similarities and differences among the different countries and compared to previous, western-focused, literature. Each of the articles representing primarily four countries, specifically noted that the history of psychology in these countries influenced professional ethical principles and standards, regardless of how formalized and developed the field. These countries were chosen, in part, because, as Khoury and Akoury-Dirani (in press) indicated, Western more individualistic codes of ethics may not translate well to non-Western, and by extension, collectivist societies. The authors appropriately noted that psychology in their countries ETHICS & BEHAVIOR 2023, VOL. 33, NO. 3, 231–238 https://doi.org/10.1080/10508422.2022.2152340
TL;DR: In this paper , the authors investigated the relationship between online vigilance and phubbing, a specific form of technoference that implies ignoring someone while favoring technological, Internet-based devices, such as smartphones.
Abstract: In the present study, we investigated the relationship between online vigilance and phubbing, a specific form of technoference that implies ignoring someone while favoring technological, Internet-based devices, such as smartphones. We also explored the mediating role of loneliness and the moderating role of moral disengagement in the relationship between online vigilance and phubbing. Our sample comprised 607 young adults aged 18 to 30 (M = 20.80, SD = 2.70, 71.5% females) who completed an online survey. Correlation analyses suggested significant positive relations between phubbing, loneliness, moral disengagement, and online vigilance. Subsequent analyses suggested that loneliness mediated the relation between online vigilance and phubbing, regardless of participants’ age and gender. At the same time, moral disengagement moderated this relationship. Finally, we discuss some practical ways to use these results (i.e. online vigilance and loneliness predict phubbing and moral disengagement moderates the relation between online vigilance and phubbing) to prevent and reduce phubbing behaviors among youth
TL;DR: In this paper , the authors describe the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar and advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process.
Abstract: Doctoral students in clinical, counseling, and school psychology programs often collaborate with faculty on research projects in their training as scientist-practitioners. Yet, the determination of publications' credit and order of authorship on resulting manuscripts continues to be a major concern and challenging process for professional psychologists and student collaborators. This article describes the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar. The instructor models ethical decision-making with 1) a discussion of four cases from his own professional experiences and 2) a description of the Authorship Eligibility Assessment form, which he developed for use with junior researchers. The authors advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process. Implications in terms of graduate student development and research collaborations in the field of professional psychology were discussed.
TL;DR: In this paper , the authors examine moral dilemmas faced by family caregivers of older adults who employ live-in migrant care workers and use relational ethics as a theoretical framework to discuss three cases that involve complex moral decision making in real life.
Abstract: This paper examines moral dilemmas faced by family caregivers of older adults who employ live-in migrant care workers. Being both a family caregiver as well as an employer of a live-in migrant care worker often puts family members at a crossroad, where moral decisions must be made. Lacking a formal role, family members do not have a professional code of ethics or other clear rules that can guide their actions, and their choices are rooted in cultural, community, familial, and personal values. This paper discusses moral dilemmas that result from family caregivers’ dual commitment, to the wellbeing of their older sick relative who is the recipient of care, and to the wellbeing of the live-in care worker whom they employ. The paper uses relational ethics as a theoretical framework to discuss three cases that involve complex moral decision making in real life.
TL;DR: In this article , a two-part survey was conducted, where respondents reported ethical challenging incidents encountered in the previous two years and actions taken to address them and found that 82% of the respondents took actions to address the dilemmas.
Abstract: A two-part survey was conducted, where respondents reported ethically challenging incidents encountered in the previous two years and actions taken to address them. 132 certified counseling psychologists participated and reported 136 ethical dilemmas. The top categories of dilemmas pertained to breaking confidentiality between respondents and clients, including mandatory reporting, collaborating with education associates, and interjecting by the authority. 82% of the respondents took actions to address the dilemmas. These actions ranged from steering a middle course, upholding professional ethical standards, seeking consultation to taking no actions. Potential environmental contributors to the dilemmas and actions taken to address them were explored.