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: In this article, the authors report the findings of two laboratory studies examining situational, motivational, and attributional underpinnings for the voice effect, finding that motivation to voice varied with characteristics of the authority to whom a grievance is directed.
Abstract: Justice research has established that voice enhances procedural justice—a phenomenon known as the ‘voice effect’—through both instrumental and non‐instrumental mechanisms. However, limited research attention has been devoted to the underlying motivational bases for the operation of one or the other explanatory mechanism in a given situation. We report the findings of two laboratory studies examining situational, motivational, and attributional underpinnings for the voice effect. We found that motivation to voice varied with characteristics of the authority to whom a grievance is directed. In both studies, an interaction revealed that non‐instrumental motivation for voice is more important when instrumental motivation is lacking or unavailable. In Study 2, we introduce the role of social attributions into research on the voice effect, finding that grievants' judgments about their objectives in using voice vary with the attributions they make about the motives behind the authority's actions. We discuss implications of our findings for both theory and practice.
38 citations
01 May 2009
TL;DR: In this paper, the authors address the problem of considering school failure as a psycho-educative problem, and propose to reconceptualize the at-risk students in terms of the relations that are established between different groups and the usual schooling conditions.
Abstract: In this paper, we describe the role that the school has historically played in school failure. In this sense, we address the problem of considering school failure as a psycho-educative problem, and we propose to reconceptualize the at-risk students in terms of the relations that are established between different groups and the usual schooling conditions. We criticize the pathological and individualistic model of school failure from situational and interactionist perspectives, therefore showing how the interpretation of school failure changes when other considerations are included in the analysis. These considerations are related to school practices as specific cultural practices that create special regimes of activity. We will analyze these practices as practices that are specialized in finding outstanding performances and that introduce specific courses during the development. As a final contribution to the discussion concerning school failure, we will systematize the definition of at-risk students, not in terms of subjective properties, but as the result of interaction with attributes of school activity, as it is organized in the school system.
38 citations
TL;DR: This study provides some evidence in support of the model proposed and suggests that both a developmental and situational approach to the behavior of computer users may be appropriate.
Abstract: Individual and situational variables are examined as factors in the behavior of computer users, namely copying of software programs and destruction of computer data by distributing destructive programs viruses. The results of this research indicate that situational independent variables do explain much of the variance in copying of software, but individual variables do not. However, the individual variable of sex is strongly related to the dependent variable of distributing destructive programs. Relatively few situational variables are related. The fact that software copying has no perceptible impact on fellow computer users, whereas spreading viruses has a serious, destructive impact, suggests that the perceived impact on others may provide a clue as to when individual variables are dominant and when situational variables predominate. Thus, this study provides some evidence in support of the model proposed and suggests that both a developmental and situational approach to the behavior of computer users may be appropriate.
38 citations
01 Jan 1996
38 citations
TL;DR: In this paper, personal and situational factors that determine career progression for women in the accountancy profession within the context of the Big Six firms in Scotland from data generated by a postal questionnaire focusing specifically on both male and female senior managers within these firms.
Abstract: Examines the personal and situational factors that determine career progression for women in the accountancy profession within the context of the Big Six firms in Scotland from data generated by a postal questionnaire focusing specifically on both male and female senior managers within these firms. The results relating to person‐centred data indicate that the most common aspiration of the senior managers relates to the attainment of partnership status. Motherhood appears to modify career expectations and there is also evidence of a different gender attitude towards acceptability of long working hours with women indicating a general reluctance to match the number of hours worked by men. Analysis of situational factors revealed that men have moved into the new areas of work resulting in women being segregated into the less prestigious, more routine functions of the profession. The results also suggest that men are head‐hunted into senior management positions, while women remain loyal to their training firms in order to be promoted. Thus there appear to be both person and situational factors that determine the pace and structure of the careers and pace of senior managers in the accountancy profession when analysed from a gender perspective.
38 citations