Topic
Situational ethics
About: Situational ethics is a research topic. Over the lifetime, 4023 publications have been published within this topic receiving 145379 citations.
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TL;DR: The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement and for female students than for male students.
Abstract: Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students' personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students' personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.
56 citations
TL;DR: This article conducted a survey experiment to study the origins of belief in conspiracy theories and found that conspiratorial perceptions can emerge from both situational triggers and subtle contextual variables, such as information about the putative conspirator and the number and identifiability of the victim.
Abstract: What are the origins of belief in conspiracy theories? The dominant approach to studying conspiracy theories links belief to social stresses or personality type, and does not take into account the situational and fluctuating nature of attitudes. In this study, a survey experiment, subjects are presented with a mock news article designed to induce conspiracy belief. Subjects are randomly assigned three manipulations hypothesized to heighten conspiracy perceptions: a prime to induce anxiety; information about the putative conspirator; and the number and identifiability of the victim(s). The results indicate that conspiratorial perceptions can emerge from both situational triggers and subtle contextual variables. Conspiracy beliefs emerge as ordinary people make judgments about the social and political world.
56 citations
56 citations
TL;DR: A distinction between 2 degrees of reliance upon situational cues in problem solving is proposed and it is demonstrated that retardates could learn a 3-step problem-learning strategy.
Abstract: A distinction between 2 degrees of reliance upon situational cues in problem solving is proposed. The distinction is formulated in terms of 2 contrasting learning strategies: (1) the cue-learning strategy, which involves heavy reliance upon situational cues, and (2) the problem-learning strategy, which involves active attempts to educe abstract relationships among problem elements. Experiment I demonstrated that retardates could learn a 3
56 citations
TL;DR: An overview of the current state of research on Situational Action Theory (SAT) can be found in this article, where studies that have examined core propositions of SAT within the period 2006 to 2015 are reviewed.
Abstract: This work provides an overview of the current state of research on Situational Action Theory (SAT). Studies that have examined core propositions of SAT within the period 2006 to 2015 are reviewed. ...
56 citations