MORAL REASONING: THE INFLUENCE OF AFFECTIVE PERSONALITY, DILEMMA CONTENT AND GENDER

2006 ◽  
Vol 34 (10) ◽  
pp. 1259-1276 ◽  
Author(s):  
Jens Agerström ◽  
Kristiina Möller ◽  
Trevor Archer
Keyword(s):  
Moral Reasoning ◽  
Affective State ◽  
Moral Dilemmas ◽  
Levels Of Care ◽  
And Gender ◽  
Justice And Care

This study examined the influence of affective personality, perfectionism, gender, arousal and dilemma content on moral reasoning. 264 participants were presented with moral dilemmas to which they had to provide a solution that reflected various degrees of justice and care. The results indicated that a) affective personality had an effect on moral reasoning, b) female participants reported higher levels of care morality than did male participants, c) gender interacted with perfectionism in the production of moral standpoints, d) dilemma content exerted a strong effect on the participants' use of moral strategy. It was concluded that although moral reasoning appears to be governed primarily by the dilemma content at hand, an individual's moral solutions are influenced by gender and affective state.

Challenges of Media Ethics Education in Lebanon in the Midst of Political and Economic Pressure

2019 ◽  
Vol 75 (3) ◽  
pp. 275-290
Author(s):  
Maria Bou Zeid ◽  
Jessica R. El-Khoury
Keyword(s):  
Moral Reasoning ◽  
Qualitative Methodology ◽  
Ethics Education ◽  
Arab World ◽  
Moral Dilemmas ◽  
Economic Pressure ◽  
Media Ethics ◽  
Factors Affecting ◽  
Ethics Course ◽  
Complex Boundaries

The Lebanese media sector has played a pioneering role in the Arab world due to its free and diverse system. However, the lack of professional and ethical structures in journalistic practices can be attributed to political and economic pressures. Through both a quantitative and qualitative methodology, this study contributes to the complex boundaries of the Lebanese media landscape that make the gap between media ethics education and real-world pressures in need of sustained analysis. This research aims to explore the challenges media ethics education in Lebanon faces, along with the perceptions formed by media students about journalistic practices and the application of moral reasoning in the field. In addition, the study investigates whether media ethics courses prepare students for settling moral dilemmas in the professional arena. To address the multiple factors affecting ethics education, it is significant to understand the relationship between journalists and power, democratic norms, technological change, global community, and academic critiques. Survey and focus groups results indicated that the majority of students rated moral reasoning as important for their future media professions, and that the media ethics course prepares them for professional life. On the other hand, the majority believe that the corrupt system in Lebanon makes journalists resort to unethical practices which in turn compromise journalists’ credibility and integrity. Students consider that journalists have power as the so-called fourth estate, yet that power seems minimal when journalists lack the freedom to write facts without fear from editors and/or gatekeepers’ political views, economic pressure, and on-the-job demands, placing journalistic integrity again at stake.

A Note on Ethics Educational Interventions in an Undergraduate Auditing Course: Is There an “Enron Effect”?

2004 ◽  
Vol 19 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Christine E. Earley ◽  
Patrick T. Kelly
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Educational Interventions ◽  
Defining Issues Test ◽  
Accounting Students ◽  
The Public ◽  
Reasoning Abilities ◽  
Accounting Scandals ◽  
Accounting Courses ◽  
Context Specific

In light of recent accounting scandals and the ensuing “crisis in confidence” facing the public accounting profession, there is a new challenge to accounting educators: how to effectively incorporate ethics into accounting courses, and increase the moral reasoning abilities of their students. Providing accounting students with the ability to reason effectively with respect to moral dilemmas may help to minimize future judgment errors in accounting and auditing settings. This article describes several different educational interventions that were adopted in an undergraduate auditing course. Students' moral reasoning was assessed both at the beginning and the end of the course to determine whether their moral reasoning scores improved based on the interventions. This was done over two semesters: one occurring in 2001 (“pre-Enron”), and one occurring in 2002 (“post-Enron”). Accounting context-specific scores were collected in both semesters (using Thorne's [2000] Accounting Ethical Dilemma Instrument [AEDI]), and general moral reasoning scores (Rest's [1979] Defining Issues Test [DIT]) were also collected in the post-Enron semester. Results indicate increases in AEDI scores, which were robust over both semesters. There was no corresponding increase in DIT scores, which is consistent with previous research; however, students' DIT scores were not significantly different than AEDI scores, which is contrary to the findings of Thorne (2001). In addition, the educational interventions appear to be equally effective in both the pre-Enron and post-Enron semesters, indicating the absence of an “Enron effect.”

scholarly journals Is there an association between social determinants and care dependency risk?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Schneider ◽  
S Blüher ◽  
U Grittner ◽  
V Anton ◽  
E Schaeffner ◽  
...  
Keyword(s):  
Older People ◽  
Social Determinants ◽  
Population Based ◽  
Multiple Model ◽  
Levels Of Care ◽  
Care Dependency ◽  
Partnership Status ◽  
Level 1 ◽  
And Gender ◽  
Prospective Longitudinal

Abstract Background Despite a growing body of knowledge about the morbidities and functional impairment which frequently lead to care dependency, the role of social determinants is not yet well understood. The purpose of this study was 1) to examine the effect of social determinants on care dependency onset and progression, and 2) to analyse the effect of social determinants on various levels of care dependency. Methods We used data from the Berlin Initiative Study (BIS), a prospective, longitudinal, population-based cohort study including 2069 older participants (≥70 years of age) with visits in 2009, 2011 and 2013. Care dependency was assessed if participants require substantial assistance in at least two activities of daily living for 90 minutes daily (level 1) or three hours+ daily (level 2). Social determinants were defined as partnership status, education, income, age and gender. Data were analysed with multi-state time to event regression modeling which simultaneously model several competing events, as well as not only first but also second or third event in one model. Results During the study period, 556 participants (27.5%) changed their status of care dependency. Persons who reported having no partner at baseline were care-dependent more often than participants with a partner (43.7% ’no partner’ / 27.1% ’with partner’). In the multiple model having no partner compared to having a partner was associated with a higher risk of transition from no care dependency to level 1 (HR: 1.25, 95%CI: 0.97-1.64), however failed significance. The significant association between care dependency and income and between care dependency and education ceased as well after adjustment for co-morbidities. Conclusions Results indicate that older people without a partner tend to be on a higher risk of care dependency onset but not on a higher risk of care dependency progression. Inequality between education and income groups can be explained in terms of morbidity. Key messages The significant association between care dependency and income and between care dependency and education can be explained in terms of morbidity. Results indicate that older people without a partner tend to be on a higher risk of care dependency onset but not on a higher risk of care dependency progression.

Age, Education, and Sex Effects on Adult Moral Reasoning

1988 ◽  
Vol 27 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Scoring System ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Stage Theory ◽  
Sex Effects ◽  
Individual Interviews ◽  
Effect Of Age

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

Long-Term Cultural Change in Cognitive Development

1972 ◽  
Vol 35 (1) ◽  
pp. 135-139 ◽  
Author(s):  
C. Tomlinson-Keasey ◽  
Charles Blake Keasey
Keyword(s):  
Cognitive Development ◽  
Moral Reasoning ◽  
Cultural Change ◽  
Moral Dilemmas ◽  
Sixth Graders ◽  
Second Graders ◽  
Cultural Changes ◽  
Cultural Events

It was hypothesized that animistic thinking and thinking about specific moral dilemmas have been affected by cultural events in the last few decades. Animistic thinking was examined in second graders ( n = 73) and was found to have declined markedly since 1929. In fifth and sixth graders ( n = 144) moral reasoning about slavery was at a significantly higher level than moral reasoning on six other dilemmas. Cognitive progress thus seems to be positively affected by cultural changes which are long-term and which allow the child time to consolidate the information and experience provided.

Preschoolers' Ability to Adopt Justice and Care Orientations to Moral Dilemmas

1997 ◽  
Vol 8 (4) ◽  
pp. 419-434 ◽  
Author(s):  
Kimberly Wright Cassidy ◽  
June Y. Chu ◽  
Katherine K. Dahlsgaard
Keyword(s):  
Moral Dilemmas ◽  
Justice And Care

A Psychophysiological Investigation of Moral Judgment after Ventromedial Prefrontal Damage

2010 ◽  
Vol 22 (8) ◽  
pp. 1888-1899 ◽  
Author(s):  
Giovanna Moretto ◽  
Elisabetta Làdavas ◽  
Flavia Mattioli ◽  
Giuseppe di Pellegrino
Keyword(s):  
Moral Judgment ◽  
Emotion Processing ◽  
Affective State ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Direct Support ◽  
Psychophysiological Investigation ◽  
And Control ◽  
Somatic Index ◽  
Normal Controls

Converging evidence suggests that emotion processing mediated by ventromedial prefrontal cortex (vmPFC) is necessary to prevent personal moral violations. In moral dilemmas, for example, patients with lesions in vmPFC are more willing than normal controls to approve harmful actions that maximize good consequences (e.g., utilitarian moral judgments). Yet, none of the existing studies has measured subjects' emotional responses while they considered moral dilemmas. Therefore, a direct link between emotion processing and moral judgment is still lacking. Here, vmPFC patients and control participants considered moral dilemmas while skin conductance response (SCR) was measured as a somatic index of affective state. Replicating previous evidence, vmPFC patients approved more personal moral violations than did controls. Critically, we found that, unlike control participants, vmPFC patients failed to generate SCRs before endorsing personal moral violations. In addition, such anticipatory SCRs correlated negatively with the frequency of utilitarian judgments in normal participants. These findings provide direct support to the hypothesis that the vmPFC promotes moral behavior by mediating the anticipation of the emotional consequences of personal moral violations.

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