学校道德氛围知觉对道德发展影响的教育干预实验

目的 探讨学生的学校道德氛围知觉与其道德发展的关系。方法 采用学校道德氛围知觉问卷、SROM-SF问卷及自编情境故事,对100名中学生进行了干预实验,运用SPSS 15.0对数据进行统计分析。结果 通过干预,学生的学校道德氛围知觉水平有了不同程度的提高;学生对学校道德氛围的知觉水平提高后,其道德判断能力有了显著发展。结论 学生的学校道德氛围知觉影响其道德判断能力的发展。     

Making good use of online case study materials

Web-based access to engaging instructional materials for SEE instruction represents an increasingly viable and attractive opportunity for educators. This paper will review research findings that demonstrate important differences in more experienced and novice ethical responses to engaging online materials, including authentic cases, codes, and commentaries. Results demonstrate that experienced ethical thinkers are more likely than novices to appeal to middle level principles that identify professional role-specific obligations (RSO); to make greater use of professional knowledge in order to recognize moral issues and relevant facts; and to employ more 'contextually sensitive' reasoning strategies when crafting resolutions to moral problems--e.g., identify alternative moral issues, assess the moral implications of actions, and provide alternative practical resolutions to conflicts. These findings suggest that when effectively integrated into SEE courses, authentic instructional materials have the potential to effectively challenge students and enhance student learning. However, there is evidence that the uses and benefits of these materials are not well understood. In the second part of this paper, five research-based instructional principles will be identified and discussed that can help SEE instructors better understand how to effectively integrate these materials into their courses.     

新型冠状病毒疫情影响下大学生对医生角色行为的道德判断研究

2020年初,在我国发生了新型冠状病毒引发的重大疫情,医生是战“疫”的重要角色,也是最受关注的职业群体。这次疫情是否改变了以往因医患矛盾而引发的大众对医生的道德判断?本研究采用徐科朋(2019)编制的道德判断材料,以非医护专业大学生为被试,用实验法分别比较了疫情前和疫情中大学生对医生道德和不道德行为的判断。结果发现:(1)疫情前大学生对医生在公平行为上的赞扬程度显著高于疫情中,疫情中大学生对医生在关爱、忠诚、权威行为上,赞扬程度显著高于疫情前。(2)在整体不道德行为上,疫情中大学生均对医生的评价比对照组严格。疫情前大学生对医生在背叛、颠覆行为上的评价要比对照组宽松。疫情中大学生对医生在伤害、背叛、堕落行为上的评价要比对照组严格。(3)疫情中,大学生对医生在整体不道德行为和各维度不道德行为上的评价较疫情前均更加严格。     

Students’ Attitudes Toward College Drinking: A Moral Intuitionist Approach

ABSTRACT

This study uses Moral Foundations Theory to examine the association between moral intuitions and college students’ attitudes toward drinking. The data consist of 1,447 college students sampled in 2017 at a large public university. Results show that students’ attitudes toward drinking are associated with their moral intuitions. Specifically, students whose moral intuitions emphasize purity are less favorable toward drinking, while students whose moral intuitions emphasize group loyalty are more favorable. Results also show that these moral intuitions are mediated by religiosity and (to a lesser extent) involvement in Greek life, respectively. The study suggests the importance of extending the conception of morality beyond individual-oriented concerns with harm and fairness to include group-oriented concerns with purity and loyalty.     

道德自我调节视角下的学业自我效能感与大学生学术不端的关系研究

本研究构建了一个中介性调节模型,以解释较低的学术自我效能感与大学生学术不端之间的关系,提出学业自我效能感与学术不端之间的关系以道德推脱为中介,且这一中介效应受到道德自我认同的调节。495名大学生参加了本研究,他们完成了学业自我效能感问卷、道德推脱问卷、道德自我认同问卷和学术不端问卷。数据分析发现,学业自我效能感、道德推脱、内化道德认同和象征化道德认同都影响道德推脱和学术不端,且学业自我效能感与学术不端的关系以道德推脱为部分中介,但是这一中介效应只受内化道德认同的调节,不受象征化道德认同的调节。本研究表明,较高的内化道德认同能够降低学术自我效能感较低的个体的道德推脱倾向。并由此减少其学术不端的可能性。     

道德推脱对大学生网络偏差行为的影响:道德认同的调节作用

运用问卷调查法, 通过对550名大学生的调查, 探讨了道德推脱对大学生网络偏差行为的影响及道德认同在这一影响中的调节作用。结果发现:(1)大学生的道德推脱水平在大一和大二时无明显的性别差异, 但在大三和大四时男生的道德推脱水平明显高于女生;(2)道德推脱对大学生的网络偏差行为产生显著正向影响, 道德认同对大学生的网络偏差行为产生显著负向影响, 并且道德认同在道德推脱影响大学生网络偏差行为的过程中起着显著的调节作用。在高道德认同情况下, 大学生的网络偏差行为不会随着道德推脱水平的升高而产生明显变化;在低道德认同情况下, 大学生的网络偏差行为会随着道德推脱水平的升高而显著地增多。     

The impact of moral theories on cheating

This research series began as a test of an emotion-attribution approach to moral behavior. However, in the early studies, college students who read about morality were subsequently more likely to cheat on a vocabulary test than were control subjects who read materials irrelevant to morality. We hypothesized that resentment toward the test constructors interacted with the moral schemas activated by the reading task. To reduce resentment, in Study III the vocabulary test was presented as the experimenter's doctoral research. As predicted, compared to controls, those subjects who read about morality cheated less. Study IV was a quasi-experiment that confirmed the hypothesized resentment differences between Study III and the earlier studies. In Study V, while two groups read about morality, one group read an internal emotion-attribution passage and the other read an external version; less cheating was observed in the internal condition than in the external or control conditions. The results indicate that even when moral schemas are elicited under conditions favoring moral behavior, those schemas will lead to reduced cheating most effectively under conditions in which subjects attribute their emotional arousal to their own behavior rather than to external causes. Issues of moral schema activation and emotion-attribution in moral behavior are discussed.     

高校学生道德困境研究:日常德性的视角

以45位本科生和硕士研究生为对象, 采用日常德性的视角, 考察高校学生在日常生活中亲历的道德困境, 重点探讨个人日常道德困境的内容, 以及他们对个人日常道德困境的解读和处理。结果表明(1)个人日常道德困境多数不同于假设性的公正取向的道德困境。人们对各类个人日常道德困境的解读和阐释存在个体差异。道德内容主要取决于人们所强调的问题。(2)人们所主张的有助于处理日常道德困境的策略与他们在生活中实际采用的策略是有差异的。在真实的道德选择和决定中, 会有更多利己和实用的考虑。此外, 人们对道德行为的判断多倚重对行为后果(特别是伤害性后果)的考虑。     

大学生性道德价值观的结构及问卷编制

以文献综述为基础,结合开放式问卷调查、专家分析和探索性施测,提出了大学生性道德价值观的理论构想,在此基础上编制了大学生性道德价值观问卷,并对正式问卷调查结果进行探索性因子分析和验证性因子分析,初步确定大学生的性道德价值观是一个多层次多维度的结构,包括3个二阶因子和8个一阶因子。该研究建构的大学生性道德价值观的理论结构比较合理,初步编制的问卷各项测量学指标总的表现良好,经过修改可以作为测量当代大学生性道德价值观的工具。     

Moral virtue and practical wisdom: theme comprehension in children, youth, and adults

The authors tested 3 hypotheses about the relation of moral comprehension to prudential comprehension by contrasting comprehension of themes in moral stories with comprehension of themes in prudential stories among third-grade, fifth-grade, and college students (n = 168) in Study 1, and among college students, young and middle-aged adults, and older adults (n = 96) in Study 2. In both studies, all groups were statistically significantly better at moral theme comprehension than prudential theme comprehension, suggesting that moral comprehension may develop prior to prudential comprehension. In Study 2, all groups performed equally on moral theme generation whereas both adult groups were significantly better than college students on prudential theme generation. Overall, the findings of these studies provide modest evidence that moral and prudential comprehension each develop separately, and that the latter may develop more slowly.     

Moral judgments and ethical constructs in clinical psychology doctoral students

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 by repertory grid technique. Integration between personal and professional constructs was higher in more experienced students.     

10-16岁儿童内在公正观的研究

为探究我国儿童的内在公正判断／内在公正观,本研究以内在公正性问题为内容,即以“德性良好者的行为终将得到‘幸运’的回报、德性不良者的行为终将受到‘倒霉’的报应”为线索,编撰了8个道德情境故事作为材料,对318名10-16岁中小学生组成的样本进行了测查。结果表明：我国儿童具有内在公正观、能作出内在公正判断,其形成约在14-16岁,宽恕心理和概率经验则可能是对其影响的两个因素。     

Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers

In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students (and professionals) will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students (and professionals) can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning and ethical decision-making as taught in traditional college-level ethics classes, but as an educator, I aim to help students apply moral reasoning in specific, real-life situations so they are able to make ethical decisions and act ethically in their academic careers and after they graduate. Research in moral psychology provides evidence that many seemingly irrelevant situational factors affect the moral judgment of most moral agents and frequently lead agents to unintentionally or inadvertently act wrongly. I argue that, in addition to teaching college students moral reasoning and ethical decision-making, it is important to: 1. Teach students about psychological and situational factors that affect people’s ethical judgments/behaviors in the sometimes stressful, emotion-laden environment of the workplace; 2. Guide students to engage in critical reflection about the sorts of situations they personally might find ethically challenging before they encounter those situations; and 3. Provide students with strategies to help them avoid future unethical behavior when they encounter these situations in school and in the workplace.     

Moral Virtue and Practical Wisdom: Theme Comprehension in Children,Youth, and Adults

The authors tested 3 hypotheses about the relation of moral comprehension to prudential comprehension by contrasting comprehension of themes in moral stories with comprehension of themes in prudential stories among third-grade, fifth-grade, and college students (n = 168) in Study 1, and among college students, young and middle-aged adults, and older adults (n = 96) in Study 2. In both studies, all groups were statistically significantly better at moral theme comprehension than prudential theme comprehension, suggesting that moral comprehension may develop prior to prudential comprehension. In Study 2, all groups performed equally on moral theme generation whereas both adult groups were significantly better than college students on prudential theme generation. Overall, the findings of these studies provide modest evidence that moral and prudential comprehension each develop separately, and that the latter may develop more slowly.     

品德语词的内隐记忆发展研究初探

实验采用内隐记忆加工分离(再认型)程序设计,考察了小学、中学、大学三个年龄组被试对道德词、不道德词、中性词三类语词的内隐与外显记忆成绩,结果发现：对不道德词的记忆具有更强的内隐性特征;中学生确实处于道德发展的一个特殊阶段或者转折阶段;道德认知的内隐研究应成为道德心理研究的一个新视角。     

真实急病情境下共情对大学生慈善捐助的影响:有调节的中介效应

基于真实急病情境,采用道德强度、道德认同、共情和慈善捐助问卷对462名大学生进行调查,探讨了共情影响大学生慈善捐助的内在机制。结果显示:(1)女生在真实急病情境下比男生更容易对主人公的不幸事件产生共情反应;大学生真实急病情境下的共情反应随年级关系的疏远而逐渐降低;(2)共情在道德强度与慈善捐助的关系中具有部分中介作用,即道德强度通过共情对慈善捐助产生间接影响;(3)道德认同对共情的中介作用具有调节效应,具体而言,相对于低道德认同的个体,高道德认同的个体表现出更多的慈善捐助,并且共情对道德强度和慈善捐助的中介效应也显著增强。研究结论对于理解慈善捐助的内在机制具有理论价值,对于慈善捐助的教育和干预具有现实启示意义。     

Moral Thought and Action in Sport and Student Life: A Study of Bracketed Morality

The present study examined differences in moral behavior and judgment in sport and student life. Participants (N = 372) were students at a British university who responded to moral dilemmas pertaining to sport and student life. They indicated the likelihood that they would act antisocially or prosocially and provided judgment ratings of the behaviors described in the dilemmas. Likelihood to act antisocially was higher toward opponents in sport than other students at university, whereas likelihood to behave prosocially was lower toward opponents in sport than other students at university. Finally, antisocial behavior was less likely toward teammates than other students. The sport–university difference in antisocial opponent/student behavior was fully mediated by moral judgment, whereas the difference in prosocial behavior was partially mediated by moral judgment. These findings reveal a more nuanced aspect to bracketed morality that considers in-group loyalty when understanding moral judgment and behavior in and outside of the sport context.     

The importance of meta-ethics in engineering education

Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent.Yet, our engineering students will need to navigate the broken ground of this complex moral landscape. A minimalist approach would leave our students with formulated dogma—principles of right and wrong such as the National Society for Professional Engineers (NSPE) Code of Ethics for Engineers—but without any insight into the genesis of these principles. A slightly deeper, micro-ethics approach would teach our students to solve ethical problems by applying heuristics—giving our students a rational process to manipulate ethical dilemmas using the same principles simply referenced a priori by dogma. A macro-ethics approach—helping students to inductively construct a posteriori principles from case studies—goes beyond the simple statement or manipulation of principles, but falls short of linking personal moral principles to the larger, social context. Ultimately, it is this social context that requires both the application of ethical principles, and the negotiation of moral values—from an understanding of meta-ethics.The approaches to engineering ethics instruction (dogma, heuristics, case studies, and meta-ethics) can be associated with stages of moral development. If we leave our students with only a dogmatic reaction to ethical dilemmas, they will be dependent on the ethical decisions of others (a denial of their fundamental potential for moral autonomy). Heuristics offers a tool to deal independently with moral questions, but a tool that too frequently reduces to casuistry when rigidly applied to “simplified” dilemmas. Case studies, while providing a context for engineering ethics, can encourage the premature analysis of specific moral conduct rather than the development of broad moral principles—stifling our students’ facility with meta-ethics. Clearly, if a moral sense is developmental, ethics instruction should lead our students from lower to higher stages of moral development.     

The relation of moral judgment development and educational experience to recall of moral narratives and expository texts

Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using educational experience as an independent variable, age and moral judgment score as covariates, and recall of embedded moral arguments as a dependent variable revealed a relation between education and level of moral arguments recalled. Lower stage moral reasoning was best recalled by undergraduates, whereas higher stage reasoning was best recalled by graduate students, with seminarians intermediate for both types of text. Moral judgment score was related to recall of the highest level moral arguments even when age and educational experience were controlled. Moral judgment development appeared to be particularly helpful in recall of expository compared with narrative texts.     

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。