Situational ethics

About: Situational ethics is a research topic. Over the lifetime, 4023 publications have been published within this topic receiving 145379 citations.

Situational state balances and participation motivation in youth sport : A reversal theory perspective

Abstract: Background. Reversal theory (Apter, 1982, 1989, 2001) is one of the motivational frameworks which attempts to examine human subjective experiences and behaviours. There are four dyads of metamotivational states (telic-paratelic, conformist-negativistic, autic-alloic, and mastery-sympathy) and individuals may prefer to be in one rather than the other of a dyad of states in a specific context such as sport participation (i.e. situational state balances). Aims. The purpose of this study was to examine the relationship between situational state balances and motives for sport and physical activity participation in adolescents using the theoretical framework of reversal theory. Their participation motives and the interacting factors of their situational state balances, gender, and level of participation were examined. Sample. Secondary school students (N = 1,235) aged about 14 to 20 years who participated in competitive or recreational sport completed the Participation Motivation Inventory (Gill, Gross, & Huddleston, 1983) to assess their motives for sport and physical activity participation, and the Apter Motivational Style Profile (Apter International, 1999) to assess their situational state balances. Methods. Factor analysis of the participation motives yielded factors to which MANOVAs and ANOVAs were applied with situational state balance, gender, and participation level as independent variables. Results. Factor analysis resulted in seven motive factors: status, team/friend, excitement/challenge, skill, energy release, fitness, and situational factors. MANOVAs and ANOVAs indicated significant differences in the sport motives between the situational state balances, genders, and levels of participation, and between pairs of situational state balance groups in males and females of competitive and recreational level. The autic-alloic dyad produced the strongest motive strength differences of the four pairs. Conclusions. The variable of situational state balances is significantly linked with participation motives in sport.

Women’s Decisions to Not Seek Formal Help for Partner Violence: A Comparison of Intimate Terrorism and Situational Couple Violence

Abstract: This study examined the help-seeking decisions of low-income women (n = 389) in two types of physically violent heterosexual relationships-intimate terrorism (i.e., physical violence used within a general pattern of coercive control) and situationally violent (i.e., physical violence that is not part of a general pattern of coercive control). Intimate terrorism victims were significantly more likely than situational couple violence victims to cite fear as a reason for not seeking help from the police, medical centers, and counselors/agencies. In contrast, situational couple violence victims more often said that they did not need help. Regression analyses also indicate that additional violence-related factors predict women's help-seeking. Findings emphasize the importance of distinguishing between types of male partner violence and recognizing women's exertions of personal choice and perceptions of dangerousness when examining their decisions about seeking help from service providers.

Are Compliance-Gaining Strategies Dependent on Situational Variables?.

Abstract: Previous research has apparently established that persuasive strategy use is heavily dependent on characteristics of the specific compliance‐gaining situation. Situational variables believed to have systematic effects on strategy choice include intimacy of the interpersonal relationship and duration of the consequences of compliance or noncompliance. This study, an attempt to replicate the prototype studies in the area, finds little support for many of the findings now accepted as general propositions. The likelihood that a strategy will be used in a given situation depends significantly on unanalyzed aspects of message content, so that generalizations about strategy types are problematic.

Children who do exceptionally well in first grade

Abstract: Children's progress in the early years of school is thought to be important for understanding their later achievement, but most sociological research carried out at the primary level skirts a broadly inclusive accounting of the social and personal processes that underlie early achievement. The study reported in this article aimed to fill part of that gap. It used a modified school process model to examine factors that contribute to unexpectedly large gains in verbal competence (outlier status) among a diverse and representative sample of urban first graders. A set of logistic regression analyses indicated that exceptionally high growth over the first grade is associated prominently with the characteristics of teachers (especially their job conditions) and two characteristics of students (personality/maturity and academic self-image). Background/family variables had a negligible impact, as did the students' first-quarter marks. For policy purposes, these findings are encouraging because it is more feasible to make changes in classrooms and in the climate of a school than in a family's educational status or parents' attitudes. Patterns of advantage and disadvantage across generations seem to be perpetuated mainly by socioeconomic differences in achievement in school; that is, children of the well situated tend to go further in school than do those of the less well off and, as a consequence, fare better in the labor market. These fundamental insights from the early status-attainment literature (Blau and Duncan 1967; Duncan and Hodge 1963) caused scholars who were curious about the transmission of inequality across generations to become interested in schools and how they work. And it was by this path that students' performance in school and their parents, teachers, and peers as agents of academic socialization entered the mainstream of the discourse on stratification. The first, and still most elegant, integration of these themes is the school-process model that was developed by Sewell and his colleagues (see Sewell and Hauser, 1980, for an overview). This framework gives primacy to the individual as a goal-oriented actor and examines the interpersonal and situational processes through which individual differences in achievement in secondary school arise. The advantages of middleclass youngsters in the competition for high levels of schooling stem, in large measure, from

Volunteering in Research: Student Satisfaction and Educational Benefits

Abstract: Participating in a research activity by volunteering in a research study or by writing a short research paper as part of a course requirement relates to favorable perceptions of psychology and research, greater knowledge of procedures associated with participation, and other demographic and situational variables. College students who volunteered to participate in a research study were more satisfied with their experiences than those who wrote papers as part of their research activity. Gender, grade expected, employment status, major, class size, and number of participation events related to satisfaction with experiences and perceptions of psychology and research. The findings are relevant to academic departments implementing or evaluating the existence of a participant pool.