scholarly journals “We’re Just Geeks”: Disciplinary Identifications Among Business Students and Their Implications for Personal Responsibility

2021 ◽  
Author(s):  
Maribel Blasco
Keyword(s):  
Undergraduate Students ◽  
Social Identity Theory ◽  
Business School ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Management Education ◽  
Business Students ◽  
Personal Responsibility ◽  
Secondary Data

AbstractThis research shows how business students’ disciplinary specializations can affect their sense of personal responsibility by providing rationalizations for moral disengagement. It thereby conceptualizes business students’ disciplinary specializations as a key dimension of the business school responsibility learning environment. Students use four main rationalizations to displace responsibility variously away from their own disciplinary specializations, to claim responsibility as the prerogative of their specialization, and to shift irresponsibility onto disciplinary out-groups. Yet despite their disciplinary identifications, students largely rationalized that their sense of responsibility was an individual matter that was unlikely to be affected by contextual influences, and they attributed irresponsible behavior to incorrigible ‘bad apples.’ A theoretical model is offered which illustrates these dynamics by combining Bandura’s social cognitive theory with social identity theory. The research is based on secondary data, specifically focus-group interviews conducted with undergraduate students at a major Scandinavian business school in connection with the implementation of the UN Principles for Responsible Management Education (PRME) initiative. The implications for management education include the need to strengthen students’ ‘disciplinary reflexivity,’ and to explicitly address the tension between students’ disciplinary solidarities and their faith in their own individual moral infallibility.

scholarly journals Validation of the Moral Disengagement Scale among Some Iranian University Students

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Alireza Azimpour ◽  
Navid Karimian ◽  
Nourollah Mohamadi ◽  
Maryam Azarnioushan ◽  
Fatemeh Rahmani
Keyword(s):  
University Students ◽  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Social Desirability ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Social ◽  
Test Retest Reliability ◽  
Item Scale

Background: Moral disengagement is a variable in the social cognitive theory of morality and includes eight cognitive, psychosocial mechanisms by which moral self-sanctions are selectively disengaged from inhumane conduct. Objectives: The aim of the present study was to validate a university student replica of the moral disengagement scale among some Iranian university students. Methods: This validation study was based on the confirmatory factor analysis (CFA) method. The statistical population consisted of 346 undergraduate students at the Salman Farsi University of Kazerun. Also, 44 other undergraduate students were participated to examine the test-retest reliability of the scale. Both samples were selected by convenient sampling. The main sample completed the 32-item Moral Disengagement scale and the Marlowe-Crowne Social Desirability Scale. CFA (by AMOS 24), stability coefficients, Cronbach's alpha, and multiple analysis of variance (ANOVA) (all by SPSS 16) were used to study gender differences. Results: The indices of CFA for the 32-item scale were not satisfactory, then an item in all subscales with the lesser beta was dropped, and the scale included only 24-items. The indices of CFA of the 24-item scale were satisfactory. The internal consistency for the whole scale was desirable (α: .817) and for the subscales were adequate. Test-retest correlations were not desirable for the whole scale (r: .693) and for the subscales. The total score and the scores of some subscales were negatively correlated with social desirability. The total score and the scores of some subscales also were greater in males. Conclusions: The satisfactory indices of CFA and also the higher scores of males in the 24-item scale confirmed its construct validity. However, correlations between the scale and social desirability did not confirm the ideal divergent validity. Thus, assessing the social desirability of the scale can clarify interpreting the scores. The obtained test-retest reliability suggests that this scale cannot assess a stable variable, and according to the social cognitive theory, it is better to consider moral disengagement as a changeable and inconstant variable.

An Assessment of Proximity of Fitness Facilities and Equipment and Actual Perceived Usage by Undergraduate University Students: A Pilot Study

2013 ◽  
Vol 37 (2) ◽  
pp. 123-135 ◽  
Author(s):  
Rebecca Allen ◽  
Craig M. Ross
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Division I ◽  
Exercise Frequency ◽  
Undergraduate University Students ◽  
Intensity Of Exercise ◽  
The Relationship

This pilot study examined the relationship between proximity of fitness facilities and equipment and actual perceived usage by undergraduate students at a Division I university, while acknowledging the role that Social Cognitive Theory plays in fitness. As a pilot study, the primary purpose was to gauge whether the study design and instruments used were appropriate for the overall purpose. Intensity of exercise, frequency of exercise, length of physical activity sessions, as well as a variety of other constructs were analyzed through correlational analysis to determine significance. The Godin Leisure-Time Exercise Questionnaire and the Perceived Environments Related to Physical Activity Questionnaire were modified for data collection. Findings of the pilot study revealed no significance in the proximity of fitness facilities and the amount of physical activity participation. However, the frequency of physical activity was significantly related to the availability of fitness equipment in an individual's home. Data collected from this study will be used to conduct further research on wider populations to investigate the proximity of fitness facilities and it's correlation with physical activity.

Can Undergraduate Students Help Change Older Adults’ Confidence for Making Nutrition-Related Decisions in a 45-Minute Nutrition Workshop?

2021 ◽  
pp. 1-4
Author(s):  
Rakhshan Kamran ◽  
Giulia Coletta ◽  
Janet M. Pritchard
Keyword(s):  
Older Adults ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Community Members ◽  
Age Related ◽  
Dietary Choices ◽  
The Social ◽  
The Impact

Purpose: The Social Cognitive Theory (SCT) suggests health behaviour can be modified by enhancing knowledge of health benefits and outcome expectations of changing behaviour, improving self-efficacy (confidence), and developing goals to overcome barriers to behaviour change. This study aimed to determine the impact of student-led nutrition workshops on participants’ confidence related to SCT constructs for making dietary choices that align with evidence-based nutrition recommendations. Methods: Level-4 Science students developed and delivered 9 workshops on nutrition recommendations for the prevention and management of age-related diseases. Participants attending the workshops completed pre- and post-surveys to assess SCT constructs. For each SCT construct, participants rated their confidence on a 10-point Likert scale. The number (%) of participants who rated their confidence as ≥8/10 on the pre- and post-surveys were compared using the χ2 test. Results: Sixty-three community members (60% female, mean ± SD age 71 ± 7 years) attended the workshops. The number of participants rating confidence as ≥8/10 for each SCT construct increased after the workshops (P < 0.05). Conclusion: Undergraduate students can positively influence community members’ confidence for making nutrition-related decisions. Involving students in interventions where SCT-structured workshops are used may help conserve health care resources and reach older adults who may not have access to dietitian services.

scholarly journals Building a Virtual Environment for Diabetes Self-Management Education and Support

2013 ◽  
Vol 5 (3) ◽  
pp. 68-80 ◽  
Author(s):  
Constance Johnson ◽  
Kevin Feenan ◽  
Glenn Setliff ◽  
Katherine Pereira ◽  
Nancy Hassell ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Second Life ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Management Education ◽  
Diabetes Education ◽  
Self Management ◽  
Key Aspects ◽  
Health Applications

The authors developed an immersive diabetes community to provide diabetes self-management education and support for adults with type 2 diabetes. In this article the authors describe the procedures used to develop this virtual environment (VE). Second Life Impacts Diabetes Education & Self-Management (SLIDES), the VE for our diabetes community was built in Second Life. Social Cognitive Theory, behavioral principles and key aspects of virtual environments related to usability were applied in the development in this VE. Collaboration between researchers, clinicians and information technology (IT) specialists occurred throughout the development process. An interactive community was successfully built and utilized to provide diabetes self-management education and support. VEs for health applications may be innovative and enticing, yet it must be kept in mind that there are substantial effort, expertise, and usability factors that must be considered in the development of these environments for health care consumers.

School Climate and Adolescents’ Cyberbullying Perpetration: A Moderated Mediation Model of Moral Disengagement and Friends’ Moral Identity

2019 ◽  
pp. 088626051986008 ◽  
Author(s):  
Xingchao Wang ◽  
Fengqing Zhao ◽  
Jiping Yang ◽  
Li Lei
Keyword(s):  
School Climate ◽  
Youth Development ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Moral Identity ◽  
Moderated Mediation Model ◽  
The Social ◽  
Climate Scale ◽  
Indirect Relationship

Based on an integration of the positive youth development model and the social cognitive theory, friends’ moral identity was examined as a moderator of the direct and indirect relations between school climate and adolescent’s cyberbullying perpetration via moral disengagement. Participants were 404 Chinese adolescents ( Mage = 13.53 years, SD = 0.92). They completed the Perceived School Climate Scale and the Moral Identity Scale and nominated up to three friends whom they considered to be their “best friend” in their classroom at Time 1. After 6 months, they completed the Moral Disengagement Scale and the Cyberbullying Scale at Time 2. Results showed that adolescents who experienced positive school climate were less likely to cyberbully others, which was mediated by their moral disengagement. Friends’ moral identity moderated the direct and indirect relations between school climate and cyberbullying perpetration. Specifically, the indirect relationship between school climate and cyberbullying perpetration through moral disengagement became nonsignificant for adolescents interacting with high moral identity friends. The direct association between school climate and cyberbullying perpetration was moderated by friends’ moral identity.

scholarly journals The moral disengagement mechanisms in organizational contexts: A comparison between public organizations and private firms

2018 ◽  
Vol 23 (1) ◽  
pp. 34-42
Author(s):  
Maurizio Zorzetto
Keyword(s):  
Cognitive Process ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Critical Factor ◽  
Public Organizations ◽  
Organizational Goals ◽  
Organizational Contexts ◽  
Public Sector Employees ◽  
Private And Public

The moral disengagement present in work places is a critical factor impacting the efficient pursuit of organizational goals. This research aims at providing a new view on the criticisms moved against the inefficiencies of the Italian public administration and the national bureaucratic system, by adopting the principles described in Albert Bandura’s (1986) Social Cognitive theory and testing the mechanisms of moral disengagement empirically, by carrying out the Civic Moral Disengagement (CMD) survey among private and public-sector employees. The final goal of this research is analyzing the cognitive process that employees activate based on the environment they are in, and defining an Empowerment strategy that could be adopted within public organizations.

Sales Education for Engineering Students: What Drives Interest and Choice?

2020 ◽  
Vol 42 (3) ◽  
pp. 324-338
Author(s):  
Joseph I. Scott ◽  
Frederik Beuk
Keyword(s):  
Role Models ◽  
Engineering Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Business Students ◽  
Personality Factors ◽  
Big Five Personality ◽  
Actual Choice ◽  
Big Five Personality Factors ◽  
Academic Self Efficacy

Universities increasingly make their sales curriculum available for groups other than dedicated sales students. This study investigates engineering students’ drivers that predict interest in sales certification, as well as drivers that predict actual choice for a sales curriculum. We focus on engineering students ( n = 204) and contrast our findings with business students ( n = 179). Based on social cognitive theory, we investigate how personality (Big Five personality factors and Trait Competitiveness), ability (ACT, GPA, and Academic Self-Efficacy), and social factors (role models, and perception of salespersons) affect interest and choice. Our results indicate that although the regression models explain a reasonable amount of variance, models that work for business students do not work equally well for engineering students. Also, our analysis reveals that factors that explain interest do not explain actual choice, and vice versa. In addition, we uncover subtle gender difference when it comes to actual choice for a sales curriculum. Finally, the benefits that engineering students perceive of sales certification differ primarily based on whether students are taking sales classes, and not on degree sought.

Do College Students Benefit from Their Social Media Experience?

2015 ◽  
pp. 259-278
Author(s):  
Ling Fang ◽  
Louisa Ha
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Research ◽  
Media Experience

As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

scholarly journals Sexually Explicit User-Generated Content: Understanding Motivations and Behaviors using Social Cognitive Theory

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Joseph M. Sirianni ◽  
Arun Vishwanath
Keyword(s):  
New Media ◽  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
User Generated Content ◽  
Negative Consequences ◽  
Technological Advances ◽  
Sexually Explicit

Technological advances by Web 2.0 media and mobile phones have recently enabled users to become producers of their own media content. Users are able to create and share photos and videos with speed and ease. A much different trend has emerged with these new technological affordances, though. Individuals are utilizing this new media and are creating and sharing sexually explicit user-generated content (SEUGC) of themselves. Four hundred undergraduate students completed an online survey to assess their likelihood to create and share SEUGC in the future. Social cognitive theory (Bandura, 1986) was the framework used to analyze the factors that propel this behavior. Results suggest the influence of viewing pornography, sexual self-efficacy, and entertainment and arousal outcomes as triggers and motivators for engaging in this behavior. The model also revealed a desensitization effect towards negative consequences that might occur from creating and sharing SEUGC.

The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances

2012 ◽  
Vol 15 (3) ◽  
pp. 1123-1132 ◽  
Author(s):  
Marisa Salanova ◽  
Laura Lorente ◽  
Isabel M. Martínez
Keyword(s):  
Field Study ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Construction Workers ◽  
Negative Consequences ◽  
The Social ◽  
Practical Implications

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

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