Autonomy and the Moral Symmetry Principle: Reply to Frowe and Tooley

Helen Frowe has recently objected to Michael Tooley’s famous Moral Symmetry Principle, which is meant to show that in themselves killing and letting die are morally equivalent. I argue that her objection is not compelling but a more compelling objection is available. Specifically, Tooley’s rebuttal of a proposed counter-example to his Moral Symmetry Principle has two problematic implications. First, it undercuts the very principle itself. If we reject the proposed counter-example, then any instance of the Moral Symmetry Principle will actually demonstrate the moral in-equivalence of killing and letting die. Second, it commits us to the view, which Tooley wishes to avoid, that we are just as obligated to refrain from doing wrong as we are to prevent others from doing the same. I conclude with a brief discussion of a more general concern regarding Tooley’s basic strategy. My focus here is quite narrow. My claims, if plausible, only show that the Moral Symmetry Principle is unsound and thus cannot serve as a basis for the view that killing and letting die are morally equivalent.     

Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status?

When students are faced with the decision of whether to assist a peer, they should be sensitive to the potential risks associated with doing so. Two factors associated with risky helping behaviour in the classroom are: (1) the grading practices that are used, and (2) knowledge of a peer’s relative status. Normative (“curved”) grading creates a situation in which peer-interactions are potentially competitive, but it is only those interactions with peers of a similar status that carry the potential for assistance to be costly to oneself. In two studies, we created hypothetical scenarios in which the grading practices (normative or absolute) and peer-status proximity (proximate, distant, or unknown) were manipulated, and asked participants to report their willingness to cooperate with a peer by sharing their notes from an important lecture. We found that when normative grading was used, individuals were less willing to assist a peer when they knew that the peer’s status was proximate to their own. There was also less cooperation when peer status was unknown, under normative grading, which is consistent with a risk-aversion tendency.     

Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.     

Basic psychological needs and school engagement: a focus on justice and agency

In this paper, we examine the relationship between basic psychological needs and student engagement in a population of Italian secondary school students. To measure the psychological needs, we have selected a set of indicators that, beyond the needs for autonomy, competence and relatedness, also include the need for justice, which is crucial in adolescence when the degree of sensitivity to the ways people behave in interpersonal interactions is well developed. To measure student engagement, we have considered the four-dimensional structure of the construct, which has added the factor of agentic engagement to the three conventional dimensions of emotional, behavioural and cognitive engagement. Participants were 640 secondary school Italian students aged 15–17. The results confirm that justice should be considered as an additional basic need in school settings, as it fosters intrinsic student motivation and engagement. Moreover, our findings provide evidence that agency is a dimension that enriches the construct of student engagement. In the conclusion, justice and agency are treated as constructs that deserve to be more deeply considered in future research into learning environments.     

Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task

This research looks at the potential of peer interaction practices in improving narrative competence by analyzing the efficacy of peer learning on children’s oral narrative productions. Gains on a macro-level (structure and coherence of the narrative) and a micro-level (cohesion of the narrative) were analyzed. Fifty-six primary school children participated in this study. Each child told a narrative either individually (individual condition) or while interacting with a peer (joint condition). We explored whether children produced longer, more structured, coherent and cohesive narratives in a joint condition rather than individually, and in which condition the joint task was more beneficial for children’s narrative competence in terms of narrative scores in the individual condition, discrepancy between the members of the same pair, and quality of the interaction. The advantage of peer learning does not derive from the direct comparison of the individual versus the joint condition but depends on specific conditions: the joint condition was beneficial for individuals with lower individual competence and for pairs with a high discrepancy between individual scores. Children’s quality of interaction did not seem to influence the efficacy of peer learning on their narrative competence.     

Cultural values as mediators between parenting styles and bullying behavior at school

The purpose of this study was to examine the relationship between parenting styles, cultural values and bullying behavior at school. The main objective was to test the mediating role of cultural values in these relationships. The participants were 985 pre-adolescents, aged 10–12 years old (M = 10.95, SD = .75) from Cyprus and Greece who completed the Parental Authority Questionnaire, the Cultural Values Scale and the Bullying Victimization Questionnaire. Structural equation models were applied to test the interrelations between the latent factors. It was found that horizontal individualism was positively related to victimization, whereas vertical individualism was positively related to bullying. Furthermore, cultural values partially mediated the relationships between parental styles and bullying behavior. The contextual mechanisms explaining bullying and victimization were similar for males and females. The findings support the contextual conceptualization of bullying and point out the need to consider the mediating role of cultural values in order to understand the differential pathways between familial factors and child outcomes.     

Insufficient evidence: mindset intervention in developmental college math

It is generally accepted by educators and social psychologists that non-cognitive factors influence learning. Students who have a fixed view of intelligence believe that abilities are permanent. They view set-backs and the need for effort as evidence of lack of ability. Students with a growth mindset believe that intelligence and abilities are malleable. Intelligence grows with challenge. The objective of this study was to consider if teaching growth mindset to a group of college students in remedial math classes would increase the likelihood of passing the course and remaining in school. Results found a near statistically significant correlation between growth mindset and passing the course but no evidence to support growth mindset and retention. An intervention to teach growth mindset led to statistically small positive results as measured by Pearson’s product-moment correlation and independent sample t tests. Results suggest that combining a variety of interventions with weak academic students is required.     

Personality,coping, and school well-being: an investigation of high school students

With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students’ academic lives. This study examined personality and coping strategies as predictors of students’ well-being outcomes at school using structural equation modelling. Students (N?=?328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students’ use of productive coping strategies may have meaningful impacts on their well-being.     

Emotion suppression and reappraisal associated with bullying involvement and other social outcomes in young adults

The ability to regulate emotions appropriately and effectively is important in maintaining positive social interactions and outcomes. The current study investigated the association between the habitual use of suppression and reappraisal, and involvement in bullying in high school. Other social outcomes, such as current social satisfaction and support, were also considered. Two hundred and nine first-year psychology university students (mean age 19.13 years, SD?=?1.523) completed online questionnaires. Results demonstrated that suppression was associated with greater retrospective reports of victimisation during high school and lower current social satisfaction and support, even when controlling for general affect. Reappraisal was mostly found to be unrelated to bullying and social outcomes, with only one association existing between higher reappraisal use and better social satisfaction, which was no longer significant when controlling for affect. The findings extend on previous research by demonstrating a negative association between suppression and involvement in bullying.