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.

Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating

2016 ◽  
Vol 14 (1) ◽  
pp. 49-69 ◽  
Author(s):  
Audrey J. Burnett ◽  
Theresa M. Enyeart Smith ◽  
Maria T. Wessel
Keyword(s):  
University Students ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Social

scholarly journals Promoting Safer Sexual Behaviours by Employing Social Cognitive Theory Among Gay University Students: A Pilot Study of A Peer Modelling Programme

2020 ◽  
Vol 17 (5) ◽  
pp. 1804 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Pilot Study ◽  
University Students ◽  
Social Cognitive Theory ◽  
Social Workers ◽  
Undergraduate Students ◽  
Sexual Minorities ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Sexual Behaviours ◽  
Health Promotions

Unsafe and unprotected sexual behaviours are some of the significant challenges of health promotions and planning for current school environment. Although schools and health specialists constantly host conferences and workshops for adolescents and university students, the results are not significant. Particularly for sexual minorities, the heterosexual-oriented materials may not satisfy their needs due to the differences. As a recommendation, the current pilot study established a Peer Modelling Programme which engaged gay social workers and gay university students who have associated with unsafe and unprotected sexual activities. The outcomes of this Peer Modelling Programme indicated that gay undergraduate students tended to accept the recommendations and peer modelling exchanges from their gay social workers who understood their difficulties and sexual needs as sexual minorities based on the guideline of Social Cognitive Theory. In conclusion, this study may be used to develop additional social work materials, sexual health promotions and health plans for sexual minorities and people with special needs in the society. This research serves as a guideline to social workers who care about the issues of LGBT and sexual minorities.

scholarly journals Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?

2020 ◽  
Author(s):  
Marion Reindl ◽  
Burkhard Gniewosz ◽  
Markus Dresel
Keyword(s):  
Longitudinal Study ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intrinsic Value ◽  
Same Sex ◽  
Academic Values ◽  
Final Sample ◽  
The Social ◽  
Other Regarding

Abstract Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads and 116 male dyads). Results of actor-partner-interdependence models indicated that friends reinforce each other regarding the intrinsic value and initiate change regarding the emotional cost. Moreover, female and male friendship dyads did not differ in the strength of influence on academic values. Results were discussed in terms of selection and socialization effects regarding friendships.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document