Social cognitive theory of morality

About: Social cognitive theory of morality is a research topic. Over the lifetime, 5842 publications have been published within this topic receiving 250337 citations.

Stages of moral development of corporations

Abstract: Drawing from the Boulding's (1956) framework for general systems theory, the need to employ richer paradigm in the study of organizations (Pondy and Mitroff, 1979) is reiterated. It is argued that a better understanding of organizational ethical behavior is contingent upon viewing organizations as symbol processing systems of shared language and meanings. Further, it is proposed that organizations, like individuals, develop into collectivities of shared cognitions and rationale, over a period of time. The study adapts Kohlberg's (1983) model of moral development to examine if organizations can be viewed as passing through different stages of moral development depending on the type of moral reasoning employed to explain their behaviors in the face of ethical crises. Several cases raising questions about the ethics of corporate behavior were researched. An instrument entitled Organization Response Analysis was constructed using statements made by various spokespersons representing five of these organizations. The instrument was administered to 246 graduate and undergraduate students of business (N = 246). Results indicated a great degree of concurrence among respondents of differing genders, levels of education and work experience in determining the stages of moral development of organizations. Limitations of the current study and implications for future research and practice are discussed.

Social and Emotional Development from a Cultural Perspective.

Abstract: The study of social and emotional development is recognized for its complexity. To better understand developmental norms, and deviations thereof, researchers typically focus on individual (e.g., temperament), interactional (e.g., parenting behaviors), and relational (e.g., attachment, friendship) levels of analysis. Often forgotten, however, is the extent to which cultural beliefs and norms play a role in the interpretation of the acceptability of individual characteristics and the types and the ranges of interactions and relationships that are likely or permissible. This special issue comprises four sections in which culture is examined insofar as it relates to the aforementioned levels of social analysis: "Emotional Development," "Parenting and Parent-Child Relationships," "Social Cognition and Social Relationships," and "Social and Emotional Adjustment and Maladjustment." Each section is followed by a commentary. The study of social and emotional development has long been recognized for its complexity. It is complex because social and emotional development appears to be the product of multiple "levels" of deterministic complexity working all at once. Borrowing from the writings of Robert Hinde (e.g., 1976, 1979, 1987, 1995), these levels comprise within-individual, withininteraction, within-relationship, and within-group factors. According to Hinde, events and processes at each "level" are constrained and influenced by circumstances and processes at other levels. Thus, individual children carry with them somewhat stable, biologically determined factors, such as temperaments that dispose them to be more or less aroused physiologically and emotionally to social stimuli or that facilitate or inhibit social approach orientations and emotional expression. Other relevant characteristics include the individual's repertoire of social cognitions, skills, and competencies. At another level, there are interactions that occur between individuals. When two individuals meet for the first time, they bring with them their physical, dispositional, cognitive, emotional, and social characteristics. Their interactions vary, in form and function, in response to fluctuations in the parameters of the social situation, such as the partner's characteristics, and social initiations, overtures, and responses. Further, these interactions may be interpreted as being interpersonally attractive, positive, and rewarding or as unacceptable and unrewarding. From these interactions there develops a relationship. Relationships are influenced by memories of previous interactions and by expectations of anticipated, future interactions. Indeed, these memories and expectations may serve to move either of the individuals to avoid (reject), neglect, or approach the other in positive, neutral, or hostile manners. Thus, relationships not only have a cognitive component but also are defined by the

This is war: How the politically astute achieve crimes of obedience through the use of moral disengagement

Abstract: Generally, corporate scandals occur because of the actions of a number of people. We propose that transactional, personalized charismatic leaders who are politically astute may create an environment where their subordinates commit crimes of obedience. According to social cognitive theory, individuals behave immorally by disengaging their self-regulatory mechanisms [ Org. Behav. Hum. Decis. Process 50 (1991a) 248; Bandura, A. (1991b). Social cognitive theory of moral thought and action. In W.M. Kurtines and J.L. Gerwitz, (Eds.), Handbook of moral behavior and development (vol. 1, pp. 45–103). Hillsdale, NJ: Erlbaum]. Leaders can cognitively reconstrue the conduct to convince the subordinates that the behavior is morally justified. The employees can disclaim their agentive role in the consequences of the action and leaders can use their authority, power, status, and social influence to convince employees that they have no choice in their behavior. The organizational structure may allow employees to “just do their jobs” without consideration of the consequences. Finally, leaders can frame behavior in such a way that others believe there really are no negative consequences, and thus, no victims. We conclude with some recommendations on how to run an organization effectively, yet with moral issues activated.