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  1. A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  • Examining the Link Between Organizational Democracy and Employees’ Moral Development.Armin Pircher Verdorfer & Wolfgang G. Weber - 2016 - Journal of Moral Education 45 (1):59-73.
    While much is understood about the role of the family context and educational experiences for moral development, less attention has been devoted to the occupational context. In this research, we used Kohlberg’s approach of moral education as a framework and investigated the relationship between structurally anchored organizational democracy and employees’ moral development. Employees of five conventional and five democratic enterprises participated in our study. Consistently with our theoretically derived hypotheses, the results provide initial support for the theoretical model in that (...)
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  • Teaching Applied Ethics to the Righteous Mind.Peter Murphy - 2014 - Journal of Moral Education 43 (4):413-428.
    What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at (...)
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  • Moral Rationality and Intuition: An Exploration of Relationships Between the Defining Issues Test and the Moral Foundations Questionnaire.Rebecca J. Glover, Prathiba Natesan, Jie Wang, Danielle Rohr, Lauri McAfee-Etheridge, Dana D. Booker, James Bishop, David Lee, Cory Kildare & Minwei Wu - 2014 - Journal of Moral Education 43 (4):395-412.
    Explorations of relationships between Haidt’s Moral Foundations Questionnaire and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding (...)
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  • Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential (...)
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  • Tweaking the Four-Component Model.Howard J. Curzer - 2014 - Journal of Moral Education 43 (1):104-123.
    By maintaining that moral functioning depends upon four components, the Neo-Kohlbergian account of moral functioning allows for uneven moral development within individuals. However, I argue that the four-component model does not go far enough. I offer a more accurate account of moral functioning and uneven moral development. My proposal retains the account of sensitivity, divides the judgment component into a theorizing component and a reasoning component, and eliminates the motivation and character components.
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  • The Meaning of Role Modelling in Moral and Character Education.Wouter Sanderse - 2013 - Journal of Moral Education 42 (1):28-42.
    Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents? role models and their moral qualities are identified. Third, the psychology of moral learners is critically (...)
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  • The Model and the Measure: An Appraisal of the Minnesota Approach to Moral Development.Lawrence J. Walker - 2002 - Journal of Moral Education 31 (3):353-367.
    This review provides a critical appraisal of two of the more significant contributions of the Minnesota approach to moral development. One contribution is the componential model which describes the four psychological components underlying moral behaviour. Evaluation of this model focuses on the adequacy of its synthesis of disparate processes in moral functioning, its instruments for assessing the four components, and its framework for moral education. A second contribution entails the conceptual and methodological reformulations known as the neo-Kohlbergian approach. Evaluation of (...)
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  • Do Moral Development Levels of the Nurses Affect Their Ethical Decision Making? A Descriptive Correlational Study.Sümeyye Arslan, Sinem Türer Öztik & Nevin Kuzu Kurban - 2021 - Clinical Ethics 16 (1):9-16.
    Background In the globalizing world, nurses often meet humans from different cultures and values. This fact has led them to make ethical decisions, which do not comply with their own moral jurisdictions at care setting. Objectives The objective of the study was to investigate the relationships between moral development levels of the nurses and their scores of nursing principled thinking and practical consideration during decision making for ethical dilemmas. Methods This was a descriptive correlational study. Nursing Dilemma Test, Moral Development (...)
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  • Validity Study Using Factor Analyses on the Defining Issues Test-2 in Undergraduate Populations.Youn-Jeng Choi, Hyemin Han, Meghan Bankhead & Stephen J. Thoma - 2020 - PLoS ONE 15 (8):e0238110.
    Introduction The Defining Issues Test (DIT) aimed to measure one’s moral judgment development in terms of moral reasoning. The Neo-Kohlbergian approach, which is an elaboration of Kohlbergian theory, focuses on the continuous development of postconventional moral reasoning, which constitutes the theoretical basis of the DIT. However, very few studies have directly tested the internal structure of the DIT, which would indicate its construct validity. Objectives Using the DIT-2, a later revision of the DIT, we examined whether a bi-factor model or (...)
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  • Moral Judgments and Ethical Constructs in Clinical Psychology Doctoral Students.Angie C. Jenkin, Helen Ellis-Caird & David A. Winter - 2021 - Ethics and Behavior 31 (1):1-12.
    ABSTRACT This cross-sectional study compared the moral reasoning of first-year and third-year doctoral students in clinical psychology. Nineteen first-year and 20 third-year students were recruited from 17 doctoral training programs in the UK. Most adopted a sophisticated approach to moral judgments, as assessed by the Defining Issues Test, although, surprisingly, more experienced students had significantly less sophisticated schemata. In their moral judgments, less experienced students relied more heavily on their personal, and more experienced students on their professional, constructs, as assessed (...)
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  • Can Higher Education Increase Students’ Moral Reasoning? The Role of Student Engagement in the U.S.Wei-Lin Chen & Yun-Wen Chan - forthcoming - Journal of Moral Education:1-17.
  • Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying.Fernanda Inéz García-Vázquez, Angel Alberto Valdés-Cuervo, Belén Martínez-Ferrer & Lizeth Guadalupe Parra-Pérez - 2020 - Frontiers in Psychology 10.
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  • Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia.Mario Malički, Vedran Katavić, Domagoj Marković, Matko Marušić & Ana Marušić - 2019 - Science and Engineering Ethics 25 (1):231-245.
    We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff at the three schools, and used the research integrity and organizational climate survey for early-stage researchers at the three schools. (...)
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  • Adaptation and Validation of a Test of Ethical Sensitivity in Teaching.Bruce Maxwell, Helen Boon, Nicolas Tanchuk & Bryan Rauwerda - forthcoming - Journal of Moral Education:1-26.
  • Developing and Testing a Teaching Intermediate Concept Measure of Moral Functioning: A Preliminary Reliability and Validity Study.Shani Kerr - forthcoming - Ethics and Behavior:1-15.
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  • The Impact of an End-of-Life Healthcare Ethics Educational Intervention.Claire Molloy, Joan McCarthy & Mark Tyrrell - 2016 - Clinical Ethics 11 (1):28-37.
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  • Education in Virtues as Goal of Business Ethics Instruction.Rose Catacutan - 2013 - African Journal of Business Ethics 7 (2):62.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral development as a (...)
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  • Critical Dimensions of Ethical Competence in Intercultural Religious Education: An Analysis with Special Regard to Three Scandinavian Curricular Arenas.Olof Franck - 2020 - Hts Theological Studies 76 (1).
    The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education. One example is Robert Jackson’s report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as ‘ethical competence’ appear to be central. In this article, the interpretive approach, strongly connected with (...)
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  • A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2018 - Journal of Moral Education:1-18.
  • The Impact of an “Ethics Across the Curriculum” Initiative on the Cognitive Moral Development of Business School Undergraduates.Pedro F. Pellet - 2005 - Teaching Ethics 5 (2):31-72.
  • Benlik Ve Ahlaki Kimlik.Oya Onat Kocabiyik - 2014 - Değerler Eğitimi Dergisi 12 (27):261-280.
    Bireyler tarafından gösterilen ahlaki davranışlar, toplumda var olan düzenin devam etmesini sağlamaktayken, ahlak dışı davranışlar toplumda karmaşa ve huzursuzluk yaratabilmektedir. Toplumu oluşturan bireylerin ahlaklı davranışlar gösterebilmeleri oldukça önemlidir. Bu nedenle, ahlaki davranışların nasıl ortaya çıktığını anlayabilmek için, bireylerin sahip oldukları ahlaki kimliklerini bilmek gerekir. Bireylerin sahip oldukları ahlaki kimliklerinin ortaya çıkmasında benlik önemli görev üstlenmektedir. Ahlaki kimlik, benlik ile tutarlı bir şekilde bireyleri ahlaki davranışa motive etmektedir. Bu derleme çalışması, ahlaki davranışa motive ettiği düşünülen ahlaki kimliğin benlik yapısı içerisinde nasıl (...)
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  • Evil, Virtue, and Education in Kant.Paul Formosa - 2019 - Educational Philosophy and Theory 51 (13):1325-1334.
    For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...
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  • The Affective Moral Judgment.Victor Hugo Robles Francia - 2018 - Open Journal of Philosophy 8 (3):225-242.
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  • Athletic Identity and Social Goal Orientations as Predictors of Moral Orientation.Miltiadis Proios - 2013 - Ethics and Behavior 23 (5):410-424.
    Moral development, achievement goal, and athletic identity are considered psychological constructs sharing specific cognitive, social, motivational, and behavioral traits. The purpose of the present article is to investigate the relation among moral orientations, athletic identity, and social goal orientations. In addition, the impact of age, gender, type of sport, sport division, and school performance on moral orientation has also been investigated. One hundred forty athletes of artistic gymnastics, rhythmic gymnastics, and acrobatic gymnastics (n?=?29 boys, n?=?111 girls), aged 8 to 17, (...)
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  • Television Stories and the Cultivation of Moral Reasoning: The Role of Genre Exposure and Narrative Engageability.Cornelia Schnell & Helena K. Bilandzic - 2017 - Journal of Media Ethics 32 (4):202-220.
    ABSTRACTThis study explores the potential of television genres to cultivate different types of moral reasoning. In a prolonged exposure experiment, participants were exposed to video material from 1 of 3 genres over the course of 4 weeks. Using the Neo-Kohlbergian approach, the study measured effects of genre exposure on the strength of personal interest reasoning, maintaining norms reasoning, and postconventional reasoning, taking into account individuals’ predisposition to become engaged in narratives. Although exposure to crime drama had no influence, medical drama (...)
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  • Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program.Hyemin Han & Changwoo Jeong - 2014 - Science and Engineering Ethics 20 (1):197-220.
    This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. (...)
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  • Taming the Emotional Dog: Moral Intuition and Ethically-Oriented Leader Development.Maxim Egorov, Armin Pircher Verdorfer & Claudia Peus - 2019 - Journal of Business Ethics 160 (3):817-834.
    Traditional approaches describe ethical decision-making of leaders as driven by conscious deliberation and analysis. Accordingly, existing approaches of ethically-oriented leader development usually focus on the promotion of deliberative ethical decision-making, based on normative knowledge and moral reasoning. Yet, a continually growing body of research indicates that a considerable part of moral functions involved in ethical decision-making is automatic and intuitive. In this article, we discuss the implications of this moral intuition approach for the domain of ethically-oriented leader development. Specifically, we (...)
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  • Teaching Ethics to Undergraduate Business Students in Australia: Comparison of Integrated and Stand-Alone Approaches.Elizabeth Prior Jonson, Linda Mary McGuire & Deirdre O’Neill - 2015 - Journal of Business Ethics 132 (2):477-491.
    There are questions about how ethics is best taught to undergraduate business students. There has been a proliferation in the number of stand-alone ethics courses for undergraduate students but research on the effectiveness of integrated versus stand-alone mode of delivery is inconclusive. Christensen et al. :347–368, 2007), in a comprehensive review of ethics, corporate social responsibility and sustainability education, investigated how ethics education has changed over the last 20 years, including the issue of integration of these topics into the core (...)
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  • Business Ethics in Greater China: An Introduction.Allan K. K. Chan, Po-Keung Ip & Kit-Chun Joanna Lam - 2008 - Journal of Business Ethics 88 (S1):1 - 9.
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  • Moral Pedagogy and Practical Ethics.Chuck Huff & William Frey - 2005 - Science and Engineering Ethics 11 (3):389-408.
    Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear that (...)
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  • Moral Schemas and Business Practices: The Ethics of Guangzhou Migrant Marketers.Alicia S. M. Leung, Xiangyang Liu & Shanshi Liu - 2009 - Journal of Business Ethics 88 (S1):11 - 23.
    This article explores the ethics of migrant marketers in Guangzhou. Data were collected from 357 migrant marketers who lived in Guangzhou. A model of Ethical Action has been developed to test the antecedents and outcomes of the ethical decision-making process. It measured moral intention using four ethical scenarios. The results show that the egoistic schema had a positive effect on their intention to act unethically, while the legislative schema exerted a negative effect. The results confirm that moral intention was a (...)
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  • An Exploratory Investigation of the Effect of Ethical Culture in Activating Moral Imagination.Dennis Moberg & David F. Caldwell - 2007 - Journal of Business Ethics 73 (2):193-204.
    Moral imagination is a process that involves a thorough consideration of the ethical elements of a decision. We sought to explore what might distinguish moral imagination from other ethical approaches within a complex business simulation. Using a three-component model of moral imagination, we sought to discover whether organization cultures with a salient ethics theme activate moral imagination. Finding an effect, we sought an answer to whether some individuals were more prone to being influenced in this way by ethical cultures. We (...)
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  • Testing the Value-Pragmatics Hypothesis in Unethical Compliance.George W. Watson & Robyn Berkley - 2009 - Journal of Business Ethics 87 (4):463-476.
    We test conformity-related values applying the value-pragmatics hypothesis by evaluating how personal values related to compliance moderate the relationships between situational factors and unethical decisions. We examine the direct and indirect effects of the values of traditionalism, conformity, and stimulation, as they combine with the situational factors of rewards and punishments in the person–situation interaction model. We find strong support for the value-pragmatics view of ethical decision making and further build support for the person–situation interaction model.
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  • Using the Analytical Hierarchy Process (Ahp) to Construct a Measure of the Magnitude of Consequences Component of Moral Intensity.Eric W. Stein & Norita Ahmad - 2009 - Journal of Business Ethics 89 (3):391 - 407.
    The purpose of this work is to elaborate an empirically grounded mathematical model of the magnitude of consequences component of “moral intensity” (Jones, Academy of Management Review 16 (2),366, 1991) that can be used to evaluate different ethical situations. The model is built using the analytical hierarchy process (AHP) (Saaty, The Analytic Hierarchy Process , 1980) and empirical data from the legal profession. One contribution of our work is that it illustrates how AHP can be applied in the field of (...)
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  • A Step Forward: Ethics Education Matters!Cubie L. L. Lau - 2010 - Journal of Business Ethics 92 (4):565-584.
    Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at (...)
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  • Moral Development in Business Ethics: An Examination and Critique.Kristen Bell DeTienne, Carol Frogley Ellertson, Marc-Charles Ingerson & William R. Dudley - forthcoming - Journal of Business Ethics:1-20.
    The field of behavioral ethics has seen considerable growth over the last few decades. One of the most significant concerns facing this interdisciplinary field of research is the moral judgment-action gap. The moral judgment-action gap is the inconsistency people display when they know what is right but do what they know is wrong. Much of the research in the field of behavioral ethics is based on early work in moral psychology and American psychologist Lawrence Kohlberg’s foundational cognitive model of moral (...)
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  • How Can Mindfulness Enhance Moral Reasoning? An Examination Using Business School Students.Ashish Pandey, Rajesh Chandwani & Ajinkya Navare - 2018 - Business Ethics: A European Review 27 (1):56-71.
    Given the comprehensive influence of mindfulness on human thought and behavior, and the importance of moral reasoning in business decisions, we examine the role of mindfulness as an antecedent to moral reasoning through two studies. In Study 1, we propose and test a theoretically derived model that links mindfulness and moral reasoning, mediated by compassion and egocentric bias using a survey design. In Study 2, we examine whether mindfulness training enhances moral reasoning using an experimental design with graduate students of (...)
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  • How Does Reasoning Contribute to Moral Judgment? Dumbfounding and Disengagement.Frank Hindriks - 2015 - Ethical Theory and Moral Practice 18 (2):237-250.
    Recent experiments in moral psychology have been taken to imply that moral reasoning only serves to reaffirm prior moral intuitions. More specifically, Jonathan Haidt concludes from his moral dumbfounding experiments, in which people condemn other people’s behavior, that moral reasoning is biased and ineffective, as it rarely makes people change their mind. I present complementary evidence pertaining to self-directed reasoning about what to do. More specifically, Albert Bandura’s experiments concerning moral disengagement reveal that moral reasoning often does contribute effectively to (...)
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  • Exploring the Judgment–Action Gap: College Students and Academic Dishonesty.Lori Olafson, Gregory Schraw, Louis Nadelson, Sandra Nadelson & Nicolas Kehrwald - 2013 - Ethics and Behavior 23 (2):148-162.
    This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed between the sanctioned and self-reported cheaters. We discuss the need to examine (...)
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  • Are Past Normative Behaviors Predictive of Future Behavioral Intentions?Ram Madapulli, Robyn Berkley, Thomas Douglas, George W. Watson & Yuping Zeng - 2009 - Ethics and Behavior 19 (5):414-431.
    We acknowledge the limitations in measures of moral reasoning and pursue an alternative technique by investigating past behaviors as they relate to present behavioral intentions. Our purpose is to evaluate the merits of patterned normative behavior for predicting present and future, morally relevant outcomes. Participants completed a policy capturing experimental design responding to questions that orthogonally varied the situational nature of the decision context. Results indicate that past normative behaviors are significantly and directly related to ethical behavioral intentions. Moreover, they (...)
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  • Moral Development and Pr Ethics.Mathew Cabot - 2005 - Journal of Mass Media Ethics 20 (4):321 – 332.
    Research in public relations ethics has focused primarily on moral philosophy and applied normative ethics. Although these efforts may help to theoretically "ground" ethical behavior, they offer little help in understanding the complex processes by which public relations practitioners reason through moral decisions. This article is designed to introduce moral reasoning theories into public relations ethics research by using the Defining Issues Test to generate baseline data for future research.
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  • Human Rights Attitudes: Dimensionality and Psychological Correlates.H. Michael Crowson - 2004 - Ethics and Behavior 14 (3):235 – 253.
    This study assesses the dimensionality and correlates of individuals' attitudes toward human rights. In previous research, the Attitudes Toward Human Rights Inventory (ATHRI) was assumed to measure a unidimensional phenomenon and, as such, was used as an omnibus measure of human rights attitudes. In this study, factor analysis revealed the presence of 3 factors accounting for the variance in the measure, Personal Liberties, Civilian Constraint, and Social Security. This finding provided partial replication of results obtained by Diaz-Veizades, Widaman, Little, and (...)
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  • Moral Text Comprehension: Implications for Education and Research.Darcia Narvaez - 2001 - Journal of Moral Education 30 (1):43-54.
    Several studies are reviewed that examine differences in moral schema development using techniques intermediate between measuring implicit knowledge (such as with the Defining Issues Test) and explicit knowledge (such as with the Moral Judgment Interview). Findings include significant differences in the comprehension of moral narratives based on age/education and on level of expertise. Also, intended moral themes in stories are not understood by younger children.
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  • Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering.Jonathan Beever & Andrew O. Brightman - 2016 - Science and Engineering Ethics 22 (1):275-291.
    An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. (...)
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  • Caring for Tomorrow’s Workforce.Settimio Monteverde - 2016 - Nursing Ethics 23 (1):104-116.
  • Developing the Concept of Moral Sensitivity in Health Care Practice.Kim Lützén, Vera Dahlqvist, Sture Eriksson & Astrid Norberg - 2006 - Nursing Ethics 13 (2):187-196.
    The aim of this Swedish study was to develop the concept of moral sensitivity in health care practice. This process began with an overview of relevant theories and perspectives on ethics with a focus on moral sensitivity and related concepts, in order to generate a theoretical framework. The second step was to construct a questionnaire based on this framework by generating a list of items from the theoretical framework. Nine items were finally selected as most appropriate and consistent with the (...)
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  • Using the Analytical Hierarchy Process to Construct a Measure of the Magnitude of Consequences Component of Moral Intensity.Eric W. Stein & Norita Ahmad - 2009 - Journal of Business Ethics 89 (3):391-407.
    The purpose of this work is to elaborate an empirically grounded mathematical model of the magnitude of consequences component of "moral intensity", 366, 1991) that can be used to evaluate different ethical situations. The model is built using the analytical hierarchy process and empirical data from the legal profession. One contribution of our work is that it illustrates how AHP can be applied in the field of ethics. Following a review of the literature, we discuss the development of the model. (...)
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