Instructor behavior associated with trainee attentiveness during behavioral training workshops: A preliminary assessment

A variable affecting the success of behavioral training workshops is the degree to which workshop instructors promote attentiveness among trainees. This study represented a preliminary assessment of trainee attentiveness associated with different types of workshop instructor behavior. Attentiveness among 298 people attending 21 training workshops was observed as instructors engaged in different categories and subcategories of behavior. Results indicated a decreasing trend in trainee attentiveness as instructors spent more time exclusively talking and talking with a slide presentation. Relatedly, trainee attentiveness was lowest when instructors were talking with and without a slide presentation relative to engaging in these plus other behaviors (asking a question, telling a story, changing instructors, showing a video, providing a participant activity, and/or expressing humor). Results are discussed in terms of behavior analysts conducting workshops in light of instructional behavior associated with high levels of trainee attentiveness and exerting caution with time spent exclusively talking and talking with slide presentations. Future research areas discussed focus on ways to further specify workshop instructor behavior that promotes or impedes trainee attentiveness.     

道德推脱与大学生亲社会行为：道德认同的调节效应

运用问卷调查的方法,以550名大学生为研究对象,探讨了道德认同在道德推脱影响大学生亲社会行为过程中的调节效应。采用潜变量调节效应模型的无约束估计方法研究发现：(1)道德推脱会对大学生的亲社会行为产生显著的负向影响,道德认同会对大学生的亲社会行为产生显著的正向影响,并且道德认同会对道德推脱与亲社会行为之间的关系产生显著的调节作用;(2)在高道德认同水平下,大学生的亲社会行为会随着道德推脱水平的升高而显著地减少,而在低道德认同水平下,大学生的亲社会行为并无明显的变化。     

道德推脱对青少年攻击行为的影响：有调节的中介效应

采用问卷法调查了756名初一至高三的青少年, 通过结构方程模型探讨了青少年攻击行为与父母冲突、道德推脱、道德判断之间的关系。结果发现：(1)男生的道德推脱水平显著高于女生; (2)青少年的道德推脱水平会随着年龄的增长而升高, 并且在15岁和19岁时产生明显的变化; (3) 青少年自身的道德推脱在父母冲突与青少年攻击行为之间起着部分中介作用, 这一中介作用过程受到青少年道德判断的调节, 即道德推脱对青少年攻击行为的影响是有调节的中介效应。     

目标取向、道德认同、道德推脱与大学生运动员的反社会行为的关系

研究从道德失调的观点出发探讨了目标取向、道德认同、道德推脱与大学生运动员在比赛中的反社会行为的关系.198名大学生运动员参加了本研究并完成了任务取向和自我取向问卷、道德推脱问卷、道德认同问卷和运动中的反社会行为问卷.分析发现,任务取向减少了大学生运动员的反社会行为,但是自我取向增加了他们的反社会行为;道德推脱在自我取向与反社会行为的关系中发挥着中介作用,且这一中介作用受到道德认同的调节,较低的道德认同增加了自我取向的运动员的道德推脱,并由此提高其反社会行为倾向.     

青少年道德推脱与攻击行为：道德判断调节作用的性别差异

通过对756名青少年的问卷调查,考察了道德判断在青少年道德推脱与攻击行为之间调节作用的性别差异。结果发现:(1)道德推脱会对青少年的攻击行为产生显著的正向影响,道德判断不会对青少年的攻击行为产生显著的影响,但是道德判断可以显著地调节道德推脱与攻击行为之间的关系;(2)道德判断在调节道德推脱与攻击行为之间的关系时存在明显的性别差异,较高的道德判断能力难以削弱道德推脱对男生攻击行为的正向影响,但可以明显地削弱道德推脱对女生攻击行为的正向影响。     

Turning a Blind Eye: A Study of Peer Reporting in a Business School Setting

This article examines student peer reporting by extending the findings from the business ethics and higher education literature. In the conceptual model we propose that reflective moral attentiveness, subjective knowledge of the code of ethics, and academic dishonesty beliefs antecede ethical judgment of peer reporting, which impacts intentions to report peers’ unethical behavior. The relationships are tested using structural equation modeling. The findings indicate that moral attentiveness significantly influences ethical judgment, which in turn affects intention. The relationship between beliefs about academic dishonesty and ethical judgment is partially supported. Based on these results, suggestions for higher education institutions are provided.     

Moral disengagement in self-reported and peer-nominated school bullying

This study examined the relation between moral disengagement and different self-reported and peer-nominated positions in school bullying. The aims of this study were to (1) investigate moral disengagement among children for whom self-reported and peer-nominated bully status diverged and (2) compare levels of disengagement among self-reported and peer-nominated pure bullies, pure victims, bully-victims, and children not involved in bullying. A sample of 739 Danish sixth grade and seventh grade children (mean age 12.6) was included in the study. Moral disengagement was measured using a Danish version of the Moral Disengagement Scale and bullying was measured using both self-reports and peer nominations. Results revealed that both self-reported and peer-nominated bullying were related to moral disengagement, and that both pure bullies and bully-victims displayed higher moral disengagement than outsiders. Discrepancies between self-reported and peer-nominated bullying involvement indicates that a person's social reputation has a stronger association with moral disengagement than so far expected. Implications are discussed, highlighting the importance of further research and theory development.     

情绪状态对大学生道德判断能力的影响

采用道德判断测验(MJT中文版),以300名大学生为被试,考察了情绪状态对大学生道德判断能力的影响。结果发现:(1)大学生道德判断能力的年级差异显著;(2)情绪状态对大学生道德判断能力具有显著影响,快乐状态下的道德判断能力高于悲伤状态,这与国外的研究结论正好相反;(3)道德判断任务的自我相关性对大学生道德判断能力的影响不显著。     

父母冲突与初中生攻击行为:道德推脱的中介作用

采用父母冲突儿童知觉量表、道德推脱问卷和攻击行为问卷调查了370名初中生道德推脱的基本特点及其在父母冲突与攻击行为之间的作用。结果发现:(1)男生的道德推脱水平显著高于女生的道德推脱水平;初中生的道德推脱水平在年龄上存在显著的差异,15、16岁初中生的道德推脱水平显著高于13、14岁初中生的道德推脱水平;(2)父母冲突会对初中生的攻击行为产生显著的正向影响,并且道德推脱在父母冲突与初中生攻击行为之间起着部分中介作用。     

特质愤怒对大学生网络攻击行为的影响:道德推脱的作用

为探讨特质愤怒、道德推脱及大学生网络攻击行为之间的关系,选取450名大学生,采用特质愤怒量表、道德推脱问卷和网络攻击行为量表进行调查。结果表明：（1）特质愤怒对大学生网络攻击行为有着显著的正向影响,并间接地通过道德推脱对大学生网络攻击行为产生作用,道德推脱起部分中介作用;（2）道德推脱在特质愤怒对大学生网络攻击行为的影响中起显著的调节作用,具体而言,在高道德推脱水平下,特质愤怒能显著的正向预测大学生网络攻击行为,而在低道德推脱水平下,特质愤怒对大学生网络攻击行为的预测作用不显著。     

心理虐待与忽视对青少年攻击行为的影响:道德推脱的中介与调节作用

在一般攻击模型（GAM）和个体-环境交互作用模型的视角下,采用儿童心理虐待与忽视量表、青少年道德推脱问卷和攻击行为问卷对696名青少年进行调查,以探讨心理虐待与忽视对青少年攻击行为的影响以及道德推脱在其中的作用机制。结果发现：（1）心理虐待与忽视与青少年攻击行为和道德推脱均呈显著正相关,道德推脱与青少年攻击行为也呈显著正相关;（2）道德推脱在心理虐待与忽视和青少年攻击行为之间起着部分中介作用,道德推脱的中介作用不存在性别差异,但存在显著的年龄差异,在初中组中,道德推脱在心理虐待与忽视和青少年攻击行为间的中介作用为部分中介,而在高中组中为完全中介;（3）道德推脱在心理虐待与忽视和青少年攻击行为之间的调节作用不显著,道德推脱的调节作用不存在年龄差异,但存在显著的性别差异,在男生组中,道德推脱在心理虐待与忽视和青少年攻击行为间的调节作用不显著,而在女生组中显著。     

共情对大学生亲社会行为的影响:道德推脱和内疚的多重中介作用

为了探讨道德推脱和内疚在共情与大学生亲社会行为间的多重中介作用。研究采用人际反应指针量表、道德推脱问卷、内疚感问卷和亲社会行为倾向量表对1280名大学生进行测量。结果表明:(1)道德推脱在共情与大学生亲社会行为间起中介作用;(2)内疚在共情与大学生亲社会行为间起中介作用。结论表明:共情可以直接影响亲社会行为,也可以通过道德推脱和内疚间接影响亲社会行为。     

The Idea of Moral Progress

This paper shows that moral progress is a substantive and plausible idea. Moral progress in belief involves deepening our grasp of existing moral concepts, while moral progress in practices involves realizing deepened moral understandings in behavior or social institutions. Moral insights could not be assimilated or widely disseminated if they involved devising and applying totally new moral concepts. Thus, it is argued, moral failures of past societies cannot be explained by appeal to ignorance of new moral ideas, but must be understood as resulting from refusals to subject social practices to critical scrutiny. Moral philosophy is not the main vehicle for disseminating morally progressive insights, though it has an important role in processes that lead to moral progress. Yet we have grounds for cautious optimism, since progressive moral insights can be disseminated and can, sometimes, have constructive social effects.     

Collective moral disengagement: Initial validation of a scale for adolescents

Collective moral disengagement refers to shared group beliefs that morally justify negative actions. This study reports an initial validation of the newly developed Classroom Collective Moral Disengagement Scale (CCMDS) for adolescents. This self-report instrument assesses the degree to which mechanisms of moral disengagement are shared by students in their class. Data were collected from two samples of 486 and 654 adolescents attending middle and high schools in Italy. Through exploratory and confirmatory factor analyses the unidimensional structure of the scale was established. Multigroup analyses demonstrated configural, metric and scalar invariance of the model across age and gender groups. The final version of the scale consists of 17 items and it has good internal consistency and validity. It is concluded that the scale is a promising measure for research concerning group level morality.     

大学生人格特质对道德认同的影响：法律意识的调节作用

为探讨大学生人格特质与道德认同的关系,及其法律意识在二者关系之间的调节作用,采用法律意识量表、道德认同量表和大五人格量表对1878名大学生进行了调查。结果显示：(1)尽责性、宜人性、开放性和外向性与道德认同、法律意识呈显著的正相关;神经质与道德认同、法律意识呈显著的负相关。(2)人格特质、道德认同、法律意识表现出了显著的性别差异,同时尽责性对道德认同的影响也存在着显著的性别差异。(3)法律意识在尽责性与宜人性对大学生道德认同的影响中起着负向调节作用。本研究结果提示,应该尊重人格特质的个体特异性,在高校进行专业的法制教育和法律意识培养,提高个体的道德认同水平。     

中国古代心理学思想家关于品德修养的论述

品德修养是中国古代道德教育思想中强调的重点;品德修养的形成．是一个由知到行的过程。由此提出了内省等重要的品德修养的方法。     

两种道德自我调节机制下的道德行为

道德自我调节指个体根据道德自我, 从事(不从事)道德行为和不道德行为。道德自我分为状态道德自我(道德自我知觉)和特质道德自我(道德认同)。道德自我调节的负反馈机制, 指个体依据道德自我知觉, 保持道德行为的波动性, 它包含道德许可效应和道德清洁效应; 正反馈机制, 指个体依据道德认同, 保持道德行为的一致性。解释水平理论整合了正负反馈机制, 两种道德行为。未来研究需探讨公我、个体差异对道德自我调节机制的影响。     

6～10岁儿童道德移情特点的研究

道德移情是近期日益受重视和研究的一种重要情感形式。本研究以6、8、10岁的176名儿童为样本,参照M.L Hoffiman关于道德移情的理论观点,运用个别交谈法以道德情境故事为材料探究了儿童的道德移情特点。结果表明：我国6－10岁儿童面临道德情境时作出的道德移情反应随年龄的增长而提高;他们对集体的道德移情反应强于对个人的道德移情反应;他们对声誉损害的道德移情反应最强、其次是对人身伤害的、最后是对财物损坏的;他们在相同感、内疚感、气愤感诸不同情感上的移情反应与Hoffman的设想既有相同点,也有不同处。     

Classroom Collective Moral Disengagement Scale: Validation in Czech adolescents

Moral disengagement (MD) provides a fruitful framework for understanding how adolescents could attenuate moral self-regulation and behave aggressively. While measures of individual MD have a long tradition, only recently have Gini, Pozzoli, and Bussey developed an instrument measuring collective MD (CMD): Classroom Collective Moral Disengagement Scale (CCMDS). The present study examined psychometric properties of a Czech version of the scale with a sample of 662 adolescents, aged 11–15, from 20 randomly selected elementary schools. Participants completed the scale and a peer-rating measure of bullying, victimization, and defending. The analyses indicated that the CCMDS could be considered a unidimensional gender-invariant scale with very good internal consistency and criterion validity. Importantly, the scale score aggregated at the classroom level was associated with three bullying behaviors: bullying, victimization, and defending. The results support the use of the CCMDS as a promising measure of CMD.     

论道德相对性及其道德实践意义——兼析道德相对主义

道德相对性表现为道德准则规范具有具体性、差异性和不确定性.道德相对性中渗透了道德绝对性即存在普遍的、共同的、不变的道德价值.道德相对主义的错误在于夸大相对性而否定了绝对性.但道德相对主义基于道德相对性的某些主张有一定的合理性.正确理解道德相对性在道德实践中有重要意义.个体道德自主性的提高,既要把握绝对的道德价值观念,同时需要把握道德的相对性以提高具体情境中道德判断和选择能力.