Predictors, consequence, and measurement of ethical judgments: Review and meta-analysis

Pan, Yue; Sparks, John R.

doi:10.1016/j.jbusres.2011.02.002

Cited by 177 publications

(141 citation statements)

References 84 publications

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“…Sarwono and Armstrong (2001) reported a weak correlation (r = .17) between ethical judgments and religious value orientation. Pan and Sparks (2012) did not include results from five aforementioned studies in their metaanalysis, but nonetheless found no significant relationship between ethical judgments and religiosity.…”

Section: Discussionmentioning

confidence: 96%

“…Idealists, however, regarded reporting someone else's ethically questionable action (blowing the whistle) as ethically appropriate (Barnett et al, 1996;Chiu and Erdener, 2003). Pan and Sparks (2012) reported a correlation of .22 between idealism and ethical judgments in nine samples.…”

Section: Ethical Ideologies (Idealism and Relativism)mentioning

confidence: 99%

“…For example, O'Fallon and Butterfield (2005) omitted several relevant papers from the time period of their review (identified below) that we were able to locate by means of the SSCI (Pan and Sparks (2012) also left out several pertinent studies in their review; e.g., Clark and Dawson, 1996;Cohen, Pant, and Sharp, 1998;Davis, Andersen, and Curtis, 2001). What these papers had in common, apart from empirical results derived from MES survey items which the scale's developers referred to as "ethical judgments", were labels that conveyed little to no indication of applicability to judgments in the context of ethics.…”

Section: Insert Table 2 About Herementioning

confidence: 99%

“…No connections between ethical judgments and locus of control, however, appeared in an American sample, and Cherry and Fraedrich (2000) reported a weak relationship (r = -.14). Pan and Sparks (2012) computed a weighted average (corrected) correlation of -.07 between ethical judgments and locus of control, but omitted results from four aforementioned studies.…”

Section: Locus Of Controlmentioning

confidence: 99%

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Ethical Judgments: What Do We Know, Where Do We Go?

Mudrack

Mason

2012

J Bus Ethics

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Section: Discussionmentioning

confidence: 96%

Section: Ethical Ideologies (Idealism and Relativism)mentioning

confidence: 99%

Section: Insert Table 2 About Herementioning

confidence: 99%

Section: Locus Of Controlmentioning

confidence: 99%

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Ethical Judgments: What Do We Know, Where Do We Go?

Mudrack

Mason

2012

J Bus Ethics

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“…It has been shown that features of a non-genuine person seem to be indicators of Machiavellianism (Ashton, Lee, & Son, 2000). Additionally, a relationship between moral judgments and Machiavellianism appears (Mudrack, Bloodgood, & Turnley, 2012;Pan & Sparks, 2012;Shafer & Simmons, 2008). Dahling, et al (2009) proposed four dimensions in Machiavellianism: distrust, desire for control, desire for status and amoral manipulation.…”

Section: Introductionmentioning

confidence: 99%

Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Bekiari¹

2017

PSYCH

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Goals of this research are: 1) to examine the role of gender, 2) to explore the relationship between perceived instructors' verbal aggressiveness, socio-communicative style and students' Machiavellian tactics, 3) to investigate the influence of instructors' verbal aggressiveness on their socio-communicative style and students' Machiavellian tactics in physical education context and 4) to propose a students' and instructors' typology which will be the final overbridging of verbal aggressiveness and Machiavellianism through communication style. The sample consisted of 269 students (141 males, 128 females) aged 12 -14 years old (M = 12.6, SD = 0.65) from secondary public schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. According to the results of the study, statistically significant differences were observed in perceived instructors' verbal aggressiveness, responsiveness, assertiveness and students' amoral manipulation, desire for control, desire for status, distrust of others between the genders of the students. Correlational analysis indicated that perceived instructors' verbal aggressiveness was positively related to assertiveness, amoral manipulation, desire for control, desire for status, distrust of others and was negatively related to responsiveness. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of responsiveness, assertiveness, desire for status and distrust of others. Three behavioral types are revealed: 1) the unrestraint, 2) the responsive, and 3) the distrustful, where verbal aggressiveness appears to be connected with Machiavellianism through communication style in these particular combinations.

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Adolescent moral judgement: A study of UK secondary school pupils

Walker

Thoma

et al. 2017

British Educational Res J

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Despite a recent world-wide upsurge of academic interest in moral and character education, little is known about pupils' character development in schools, especially in the UK context. The authors used a version of the Intermediate Concept Measure for Adolescents, involving dilemmas, to assess an important component of character-moral judgement-among 4053 pupils aged 14-15. Data were generated in 33 UK schools of varying types between February 2013 and June 2014. Results showed that compared with US samples, the pupils' scores were, on average, low, suggestive of tendencies towards 'self-interest', 'not getting involved' and 'conformity/loyalty to friends'. Judgements varied by subscales assessing 'action' and 'justification' choices; pupils more successfully identified good actions than good justifications, but generally struggled more to successfully identify poor actions and poor justifications. Highest scores were for a dilemma emphasising 'self-discipline' and lowest for 'honesty', with 'courage' in between. Overall average results were significantly and positively associated with being female, having (and practising) a religion and doing specific extra-curricular activities. Differences in schools were also noted, although the kinds of school (e.g. public/ private, religious/secular) were unrelated to student scores.

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Predictors, consequence, and measurement of ethical judgments: Review and meta-analysis

Cited by 177 publications

References 84 publications

Ethical Judgments: What Do We Know, Where Do We Go?

Ethical Judgments: What Do We Know, Where Do We Go?

Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Adolescent moral judgement: A study of UK secondary school pupils

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