A Social Cognitive Perspective on the Relationships Between Ethics Education, Moral Attentiveness, and PRESOR

Journal of Business Ethics 114 (1):131-153 (2013)
This research examines the relationships between education in business ethics, Reynolds’s (J Appl Psychol 93:1027–1041, 2008) “moral attentiveness” construct, or the extent to which individuals chronically perceive and reflect on morality and moral elements in their experiences, and Singhapakdi et al.’s (J Bus Ethics 15:1131–1140, 1996) measure of perceptions of the role of ethics and social responsibility (PRESOR). Education in business ethics was found to be positively associated with the two identified factors of moral attentiveness, “reflective” and “perceptual” moral attentiveness, and with the PRESOR “stakeholder view” factor. Also, reflective moral attentiveness was found to act as a mediator in the relationship between education in business ethics and the PRESOR stakeholder view factor. Evidence of gender and social desirability bias effects was also found. The implications of these relationships and social cognitive theory for improved understanding of the mechanisms by which a variety of variables have their effects on PRESOR in business are discussed
Keywords Business ethics  Corporate social responsibility  Ethics education  Moral attentiveness  Social cognitive theory
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DOI 10.1007/s10551-012-1330-6
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Capitalism and Freedom.Milton Friedman - 1963 - Ethics 74 (1):70-72.

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