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development</title> <meta name="description" content="Search results for: moral development"> <meta name="keywords" content="moral development"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="moral development"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 16529</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: moral development</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16529</span> The Development of the Coherence of Moral Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Tzu%20Lin">Hui-Tzu Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Ying%20Lin"> Wen-Ying Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenn-Wu%20Wang"> Jenn-Wu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of present research is to investigate whether the global coherence of moral thinking is increased by age. The author utilized two kinds of moral situations to evaluate the subjects’ responses to two contradictive arguments concerning behavior of stealing, cheating in an exam, each with two stories. The two stories will be focused on the main lead and provided two contradictory moral evaluations. Participants were 596 primary schoolchildren in Taiwan. The three age groups were 201 in grade two, 183 in grade three, and 212 in grade six. The result showed that sixth graders’ moral judgment is more coherent than third graders’. The coherence of moral thinking is increased by age which support the implication by Piaget and Kohlberg’s theoretical hypothesis. This indicates that people higher ability to detect contradiction may be involved in the development of the coherence of moral thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20thinking" title="moral thinking">moral thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=coherence" title=" coherence"> coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20coherence" title=" local coherence"> local coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=contradiction" title=" contradiction"> contradiction</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20coherence" title=" global coherence"> global coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/61766/the-development-of-the-coherence-of-moral-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16528</span> Moral Reasoning among Croatian Adolescents with Different Levels of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20%C5%A0imi%C4%87">Nataša Šimić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ljiljana%20Gregov"> Ljiljana Gregov</a>, <a href="https://publications.waset.org/abstracts/search?q=Matilda%20Nikoli%C4%87"> Matilda Nikolić</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Toki%C4%87"> Andrea Tokić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Prorokovi%C4%87"> Ana Proroković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moral development takes place in six phases which can be divided in a pre-conventional, conventional and post-conventional level. Moral reasoning, as a key concept of moral development theories, involves a process of discernment/inference in doubtful situations. In research to date, education has proved to be a significant predictor of moral reasoning. The aim of this study was to investigate differences in moral reasoning and Kohlberg's phases of moral development between Croatian adolescents with different levels of education. In Study 1 comparisons between the group of secondary school students aged 17-18 (N=192) and the group of university students aged 21-25 (N=383) were made. Study 2 included comparison between university students group (N=69) and non-students group (N=43) aged from 21 to 24 (these two groups did not differ in age). In both studies, the Croatian Test of Moral Reasoning by Proroković was applied. As a measure of moral reasoning, the Index of Moral Reasoning (IMR) was calculated. This measure has some advantages compared to other measures of moral reasoning, and includes individual assessments of deviations from the ‘optimal profile’. Results of the Study 1 did not show differences in the IMR between secondary school students and university students. Both groups gave higher assessments to the arguments that correspond to higher phases of moral development. However, group differences were found for pre-conventional and conventional phases. As expected, secondary school students gave significantly higher assessments to the arguments that correspond to lower phases of moral development. Results of the Study 2 showed that university students, in relation to non-students, have higher IMR. Respecting to phases of moral development, both groups of participants gave higher assessments to the arguments that correspond to the post-conventional phase. Consistent with expectations and previous findings, results of both studies did not confirm gender differences in moral reasoning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20of%20moral%20reasoning" title=" index of moral reasoning"> index of moral reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=Kohlberg%27s%20theory%20of%20moral%20development" title=" Kohlberg's theory of moral development"> Kohlberg's theory of moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20reasoning" title=" moral reasoning"> moral reasoning</a> </p> <a href="https://publications.waset.org/abstracts/60656/moral-reasoning-among-croatian-adolescents-with-different-levels-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16527</span> Maternal Parenting Style and Moral Development of Primary School Students: Evidence from Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghulam%20Zahra">Ghulam Zahra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parenting style affects the morality of their children. There is plenty of evidence to support the effect of parenting styles on the morality of their children. Therefore, this research is considered essential and suitable. Thus, the main objective of this study was to assess the correlation between the parenting style of mothers and the moral development of primary school students. The population consisted of all primary school students enrolled in the province of Punjab. The sample was comprised of twelve hundred thirty-nine primary school students. One questionnaire was adapted to explore the parenting styles of mothers and to assess the level of students’ level of morality; a moral development scale was adopted. The conclusions showed that there was a significant correlation exist among authoritarian parenting style, permissive parenting, and moral developments. Based on findings, it is recommended that parents should follow a warm style of parenting for the sake of the moral development of their children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20parenting%20style" title="maternal parenting style">maternal parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=authoritative%20parenting" title=" authoritative parenting"> authoritative parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=authoritarian%20parenting" title=" authoritarian parenting"> authoritarian parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=permissive%20parenting" title=" permissive parenting"> permissive parenting</a> </p> <a href="https://publications.waset.org/abstracts/150102/maternal-parenting-style-and-moral-development-of-primary-school-students-evidence-from-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16526</span> Moral Wrongdoers: Evaluating the Value of Moral Actions Performed by War Criminals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jean-Francois%20Caron">Jean-Francois Caron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This text explores the value of moral acts performed by war criminals, and the extent to which they should alleviate the punishment these individuals ought to receive for violating the rules of war. Without neglecting the necessity of retribution in war crimes cases, it argues from an ethical perspective that we should not rule out the possibility of considering lesser punishments for war criminals who decide to perform a moral act, as it might produce significant positive moral outcomes. This text also analyzes how such a norm could be justified from a moral perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=war%20criminals" title="war criminals">war criminals</a>, <a href="https://publications.waset.org/abstracts/search?q=pardon" title=" pardon"> pardon</a>, <a href="https://publications.waset.org/abstracts/search?q=amnesty" title=" amnesty"> amnesty</a>, <a href="https://publications.waset.org/abstracts/search?q=retribution" title=" retribution"> retribution</a> </p> <a href="https://publications.waset.org/abstracts/73157/moral-wrongdoers-evaluating-the-value-of-moral-actions-performed-by-war-criminals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16525</span> Athlete Burnout and Moral Disengagement in Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Pan">Min Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=An-Hsu%20Chen"> An-Hsu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Burnout has been proved to be one of the factors that hinder the development and sport performances of athletes while moral disengagement is the psychological mechanism used by athletes to elevate the guilt caused by conducting the anti-social behaviors to gain competitive advantages and in sports which have both been discussed extensively. The sports devaluation in burnout may undermine the sportsmanship of athletes therefore may serve as one of factors of moral disengagement in sports. Nonetheless, the connection between athlete burnout and moral disengagement in sports is yet established. Hence, the study aims to investigate whether there is the correlation between athlete burnout and moral disengagement in sports. Participants of this study are 120 collegiate athletes who specialize in seven different sports (e.g., fence, boxing, taekwondo, and etc.) with average training hours of 3.7 per day and 4.5 days per week. Athlete Burnout Questionnaire and Moral Disengagement in Sports – Short were administrated as the research instruments. Data collected were analyzed with descriptive statistics, t-test, one-way ANOVA, and step-wise regression. The results show, participants demonstrate mild to moderate burnout and moral disengagement in their perspective sports disciplines. Moreover, athletes specialize in different sports experience distinct burnout situations while there is no significant variation of moral disengagement in different sports. It is also found, moral disengagement in sports has significant and positive correlations with emotional and physical exhaustion as well as sports devaluation in athlete burnout. Furthermore, athlete burnout can positively predict moral disengagement in sports while sports devaluation plays an important role within. It can be concluded that, athlete burnout may contribute to their tendency of moral disengagement in sport. By relieving the burnout level may help improve their moral disengagement inclination in sports. The finding may contribute to the current literature regarding athlete burnout and moral disengagement in sports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athlete%20burnout" title="athlete burnout">athlete burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=dehumanization" title=" dehumanization"> dehumanization</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20disengagement" title=" moral disengagement"> moral disengagement</a>, <a href="https://publications.waset.org/abstracts/search?q=reduced%20sense%20of%20accomplishment" title=" reduced sense of accomplishment"> reduced sense of accomplishment</a> </p> <a href="https://publications.waset.org/abstracts/50969/athlete-burnout-and-moral-disengagement-in-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16524</span> Children's Media Skepticism and the Prospective Moral Self: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Maftei">A. Maftei</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20C.%20Holman"> A. C. Holman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of self-knowledge and personal representations of self in children has been subject to a variety of studies. The complex process of developing the moral self in childhood is one of the most interesting interplays of biological tendencies and socialization contexts. We were interested in exploring the potential interaction between children’s media skepticism, altruism, self and others' moral representations in a series of tasks related to potential prospective moral licensing mechanisms. In our pilot study, the answers of 67 children aged 8 to 10 years (50 % females) to a series of moral perspectives and altruism tasks were subject to mixed analysis (both qualitative and quantitative). Results suggested no significant association between the moral valence of media information and children’s altruism, self and others’ moral future perspective. Results are discussed within the Construal Level, Assimilation and Contrast theories, and moral licensing mechanisms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=altruism" title=" altruism"> altruism</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20licensing" title=" moral licensing"> moral licensing</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20skepticism" title=" media skepticism"> media skepticism</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20valence" title=" moral valence"> moral valence</a> </p> <a href="https://publications.waset.org/abstracts/118440/childrens-media-skepticism-and-the-prospective-moral-self-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16523</span> Moral Dilemmas, Difficulties in the Digital Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=YuPei%20Chang">YuPei Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, moral judgement tasks have served as an increasingly popular plot mechanism in digital gameplay. As a moral agency, the player's choice judgment in digital games is to shuttle between the real world and the game world. The purpose of the research is to explore the moral difficulties brewed by the interactive mechanism of the game and the moral choice of players. In the theoretical level, this research tries to combine moral disengagement, moral foundations theory, and gameplay as an aesthetic experience. And in the methodical level, this research tries to use methods that combine text analysis, diary method, and in-depth interviews. There are three research problems that will be solved in three stages. In the first stage, this project will explore how moral dilemmas are represented in game mechanics. In the second stage, this project will analyze the appearance and conflicts of moral dilemmas in game mechanics based on the five aspects of moral foundations theory. In the third stage, this project will try to understand the players' choices when they face the choices of moral dilemmas, as well as their explanations and reflections after making the decisions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morality" title="morality">morality</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20disengagement" title=" moral disengagement"> moral disengagement</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20foundations%20theory" title=" moral foundations theory"> moral foundations theory</a>, <a href="https://publications.waset.org/abstracts/search?q=PC%20game" title=" PC game"> PC game</a>, <a href="https://publications.waset.org/abstracts/search?q=gameplay" title=" gameplay"> gameplay</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20dilemmas" title=" moral dilemmas"> moral dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=player" title=" player"> player</a> </p> <a href="https://publications.waset.org/abstracts/160060/moral-dilemmas-difficulties-in-the-digital-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16522</span> Post Earthquake Volunteer Learning That Build up Caring Learning Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naoki%20Okamura">Naoki Okamura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From a perspective of moral education, this study has examined the experiences of a group of college students who volunteered in disaster areas after the magnitude 9.0 Earthquake, which struck the Northeastern region of Japan in March, 2011. The research, utilizing the method of grounded theory, has uncovered that most of the students have gone through positive changes in their development of moral and social characters, such as attaining deeper sense of empathy and caring personalities. The study expresses, in identifying the nature of those transformations, that the importance of volunteer work should strongly be recognized by the colleges and universities in Japan, in fulfilling their public responsibility of creating and building learning communities that are responsible and caring. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title="moral development">moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20learning" title=" service learning"> service learning</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteer%20learning" title=" volunteer learning"> volunteer learning</a> </p> <a href="https://publications.waset.org/abstracts/11440/post-earthquake-volunteer-learning-that-build-up-caring-learning-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16521</span> Da’wah (Proselytization) and Qur’anic Moral Excellence: An Exposition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attahir%20Shehu%20Mainiyo">Attahir Shehu Mainiyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Ibrahim%20Karfe"> Ahmad Ibrahim Karfe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Glorious Qur’an, as the central religious text of Islam, addresses various aspects of human life and provides guidance for personal and societal development. It also outlines the moral excellence of individuals and communities, focusing on spiritual, moral, and social dimensions. Da’wah is the act of inviting others to Islam, emphasizing the significance of conveying the message with kindness, patience, and understanding. Qur’anic moral excellence, as evinced in the Qur’an encompasses virtues such as compassion, honesty, humility, patience, and generosity. The Glorious Qur’an, therefore, harps on the importance of embodying these values in daily life, serving as a guide for individuals engaged in Da’wah activities to exemplify moral excellence through their actions and characters. It is in line with this backdrop that this article intends to assess the Da’wah and Qur’anic Moral Excellence. However, to achieve the objectives of the research, the article attempts to answer some basic questions. Emphasizes were laid in the Glorious on the need to invite others to the true path of Islam and the qualities of Da’i necessary for his Da’wah activities. The paper also discussed the impact of Qur’anic moral excellence on the Da’i and those invited to Islam. The paper adopts an analytical methodology and utilizes secondary data for the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Da%27wah" title="Da'wah">Da'wah</a>, <a href="https://publications.waset.org/abstracts/search?q=Qur%27an" title=" Qur'an"> Qur'an</a>, <a href="https://publications.waset.org/abstracts/search?q=moral" title=" moral"> moral</a>, <a href="https://publications.waset.org/abstracts/search?q=excellence" title=" excellence"> excellence</a> </p> <a href="https://publications.waset.org/abstracts/182077/dawah-proselytization-and-quranic-moral-excellence-an-exposition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16520</span> Aristotle's Notion of Akratic Action through the Prism of Moral Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manik%20Konch">Manik Konch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Actions are generally evaluated from moral point of view. Either the action is praised or condemned, but in all cases it involves the agent who performs it. The agent is held morally responsible for bringing out an action. This paper is an attempt to explore the Aristotle’s notion of action and its relation with moral development in response to modern philosophical moral psychology. Particularly, the distinction between voluntary, involuntary, and non-voluntary action in the Nicomachean Ethics with some basic problems from the perspective of moral psychology: the role of choice, moral responsibility, desire, and akrasia for an action. How to do a morally right action? Is there any role of virtue, character to do a moral action? These problems are analyzed and interpreted in order to show that the Aristotelian theory of action significantly contributes to the philosophical study of moral psychology. In this connection, the paper juxtaposes Aristotle’s theory of action with response from David Charles, John R. Searle’s, and Alfred Mele theorization of action in the mechanism of human moral behaviours. To achieve this addressed problem, we consider, how the recent moral philosophical moral psychology research can shed light on Aristotle's ethics by focusing on theory of action. In this connection, we argue that the desire is the only responsible for the akratic action. According to Aristotle, desire is primary source of action and it is the starting point of action and also the endpoint of an action. Therefore we are trying to see how desire can make a person incontinent and motivate to do such irrational actions. Is there any causes which we can say such actions are right or wrong? To measure an action we have need to see the consequences such act. Thus, we discuss the relationship between akrasia and action from the perspective of contemporary moral psychologists and philosophers whose are currently working on it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action" title="action">action</a>, <a href="https://publications.waset.org/abstracts/search?q=desire" title=" desire"> desire</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20psychology" title=" moral psychology"> moral psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Aristotle" title=" Aristotle"> Aristotle</a> </p> <a href="https://publications.waset.org/abstracts/55260/aristotles-notion-of-akratic-action-through-the-prism-of-moral-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16519</span> Review on Moral Disengagement in Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Pan">Min Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Che-Yi%20Yang"> Che-Yi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Behaviors in sports have been one of the research focuses for long. The possible causes of these deviant behaviors should be deterred to diminish such behaviors. The studies on moral disengagement in sports gained great attention internationally since then however studies regarding such issue are rather scarce in Taiwan. Hence, the study adopted literature review approach to retrospect researches on moral disengagement in sport so forth, introduced current instruments available – moral disengagement in sports (six factors, 32 items), moral disengagement in sports –short (1 factor, 8 items), and two Chinese version scales. It has been proved that moral disengagement in sport would render antisocial behaviors in sport context. It is also found players in team contact sports (e.g. basketball, football, and hockey) have higher moral disengagement at play. Male athletes tend to have higher moral disengagement than their female counterparts. Athletes competing in higher level also show higher moral disengagement. The study also summarized that factors such as coaching styles, emotion, self-orientation, motivation, and personality traits may deter the severity of moral disengagement of athletes hence further spur the antisocial behaviors in sports. It is suggested that a measurement of moral disengagement adequate for Taiwanese athletes and effective strategies for improving the antisocial behaviors should be developed based on the knowledge of moral disengagement in sports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antisocial%20behavior" title="antisocial behavior">antisocial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=attribution%20of%20blame" title=" attribution of blame"> attribution of blame</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20disengagement%20in%20sports%20measurement" title=" moral disengagement in sports measurement"> moral disengagement in sports measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=nonresponsibility" title=" nonresponsibility"> nonresponsibility</a> </p> <a href="https://publications.waset.org/abstracts/50972/review-on-moral-disengagement-in-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16518</span> Evaluating the Effect of Nursing Ethics Education on Nursing Students' Sensitivity and Moral Judgments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao%20Lu%20Lee">Hsiao Lu Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was based Quasi-experimental design. The study explored the relationships of nursing ethics education, nursing students’ moral sensitivity and moral judgments in Taiwan. A total of 242 nursing students (NS) participated the study.The proposed teaching nursing ethics from 2 to 16 weeks. Three questionnaires were adopted in this study. First, Demographic of nursing students questionnaire; Second, the questionnaire is Taiwan’s Moral Sensitivity Questionnaire for Student Nurses (TMMSQ-SN); Third, Defining Issues Test (DIT). The pre-test data were collected during the first week, and the post-test data was collected during the 17ᵗʰ week of the semester. The purpose of the study is explored evaluating the effect of nursing ethics education on nursing students’ moral sensitivity and moral judgments. The results of the study showed that moral sensitivities and moral judgments have been significantly improved after 16 weeks (Pair-t=--11.10***; Pair-t=-7.393***). Moral sensitivities and moral judgments were significant in the pretest. There was a negative correlation, but there was no correlation between moral sensitivity and moral judgments in the post-test. There was a significant correlation between the moral judgments (DIT)and the hours of work and other ethical courses (r=.28**; r=.015*). Nursing ethics education is necessary for nursing students in Taiwan. The nursing ethics courses are necessary to improve nursing students’ moral sensitivity and moral judgment (DIT). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=defining%20issues%20test" title="defining issues test">defining issues test</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20judgments" title=" moral judgments"> moral judgments</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20sensitivity" title=" moral sensitivity"> moral sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20ethics%20education" title=" nursing ethics education"> nursing ethics education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a> </p> <a href="https://publications.waset.org/abstracts/93560/evaluating-the-effect-of-nursing-ethics-education-on-nursing-students-sensitivity-and-moral-judgments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16517</span> Development of an Intervention Program for Moral Education of Undergraduate Students of Sport Sciences and Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najia%20Zulfiqar">Najia Zulfiqar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Imparting moral education is the need of time, considering the obvious moral decline in society. Recent research shows the downfall of moral competence among university students. The main objective of the present study was to develop moral development intervention strategies for undergraduate students of Sports and Physical Education. Using an interpretative phenomenological approach, insight into field-specific moral issues was gained through interviews with 7 subject experts and a focus-group discussion session with 8 students. Two research assistants who were trained in qualitative interviewing collected, transcribed and analyzed data into the MAXQDA software using content and discourse analyses. The identified moral issues in Sports and Physical Education were sports gambling and betting, pay-for-play, doping, coach misconduct, tampering, cultural bias, gender equity/nepotism, bullying/discrimination, and harassment. Next, intervention modules were developed for each moral issue based on hypothetical situations, and followed by guided reflection and dilemma discussion questions. The third moral development strategy was community services that included posture screening, diet plan for different age groups, open fitness ground training, exercise camps for physical fitness, balanced diet awareness camp, gymnastic camp, shoe assessment as per health standards, and volunteering for public awareness at the playground, gymnasium, stadium, park, etc. The intervention modules were given to four subject specialists for expert validation who were from different backgrounds within Sport Sciences. Upon refinement and finalization, four students were presented with these intervention modules and questioned about accuracy, relevance, comprehension, and content organization. Iterative changes were made in the content of the intervention modules to tailor them to the moral development needs of undergraduate students. This intervention will strengthen positive moral values and foster mature decision-making about right and wrong acts. As this intervention is easy to apply as a remedial tool, academicians and policymakers can use this to promote students’ moral development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20service" title="community service">community service</a>, <a href="https://publications.waset.org/abstracts/search?q=dilemma%20discussion" title=" dilemma discussion"> dilemma discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students." title=" university students."> university students.</a> </p> <a href="https://publications.waset.org/abstracts/166527/development-of-an-intervention-program-for-moral-education-of-undergraduate-students-of-sport-sciences-and-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16516</span> Moral Distress among Nurses Working in Hospitals in Jazan: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hussain%20Darraj">Hussain Darraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Healthcare workers, especially nurses, are subjected to a great risk of psychological stress, mostly moral distress. Therefore, it is crucial to address moral distress in nurses. Objectives: The aim of this study is to study the extent of moral distress among hospital nurses in Jazan. Methods: This study used a cross-sectional study design, which included 419 nurses from Jazan hospitals. A questionnaire was used to measure moral distress and its related factors. Results: The average total score for moral distress among the study participants is 134.14, with a standard deviation of 53.94. Moreover, the current study findings indicate that those over the age of 35 years who work as nurse managers, working in critical departments, have the intention to leave a position, have received ethical training or workshops, have provided care for COVID-19 cases, or work in a department with staff shortages are associated with the experience of higher-level moral stress. Conclusion: Nurses are recommended to be provided with ongoing education and resources in order to reduce moral distress and create a positive work atmosphere for nurses. Moreover, the current study sheds light on the importance of organizational support to provide enough resources and staffing in order to reduce moral distress among nurses. Further research is needed to focus on other health professionals and moral distress. Moreover, future studies are also required to explore the strategies to reduce moral distress levels among nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20distress" title="moral distress">moral distress</a>, <a href="https://publications.waset.org/abstracts/search?q=Jazan" title=" Jazan"> Jazan</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital" title=" hospital"> hospital</a> </p> <a href="https://publications.waset.org/abstracts/155338/moral-distress-among-nurses-working-in-hospitals-in-jazan-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16515</span> The Impacts of Negative Moral Characters on Health: An Article Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mansoor%20Aslamzai">Mansoor Aslamzai</a>, <a href="https://publications.waset.org/abstracts/search?q=Delaqa%20Del"> Delaqa Del</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Azam%20Sajid"> Sayed Azam Sajid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Though moral disorders have a high burden, there is no separate topic regarding this problem in the International Classification of Diseases (ICD). Along with the modification of WHO ICD-11, spirituality can prevent the rapid progress of such derangement as well. Objective: This study evaluated the effects of bad moral characters on health, as well as carried out the role of spirituality in the improvement of immorality. Method: This narrative article review was accomplished in 2020-2021 and the articles were searched through the Web of Science, PubMed, BMC, and Google scholar. Results: Based on the current review, most experimental and observational studies revealed significant negative effects of unwell moral characters on the overall aspects of health and well-being. Nowadays, a lot of studies established the positive role of spirituality in the improvement of health and moral disorder. The studies concluded, facilities must be available within schools, universities, and communities for everyone to learn the knowledge of spirituality and improve their unwell moral character world. Conclusion: Considering the negative relationship between unwell moral characters and well-being, the current study proposes the addition of moral disorder as a separate topic in the WHO International Classification of Diseases. Based on this literature review, spirituality will improve moral disorder and establish excellent moral traits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bad%20moral%20characters" title="bad moral characters">bad moral characters</a>, <a href="https://publications.waset.org/abstracts/search?q=effect" title=" effect"> effect</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality%20and%20well-being" title=" spirituality and well-being"> spirituality and well-being</a> </p> <a href="https://publications.waset.org/abstracts/141258/the-impacts-of-negative-moral-characters-on-health-an-article-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16514</span> Lesson of Moral Teaching of the Sokoto Caliphate in the Quest for Genuine National Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murtala%20Marafa">Murtala Marafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It’s been 50 years now since we began the desperate search for a genuine all round development as a nation. Painfully though, like a wild goose chase, the search for that promised land had remain elusive. In this piece, recourse is made to the sound administrative qualities of the 19th century Sokoto Caliphate leaders. It enabled them to administer the vast entity on the basis of mutual peace and justice. It also guaranteed a just political order built on a sound and viable economy. The paper is of the view that if the Nigerian society can allow for a replication of such moral virtues as exemplified by the founding fathers of the Caliphate, Nigeria could transform into a politically coherent and economically viable nation aspired by all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administration" title="administration">administration</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=sokoto%20caliphate" title=" sokoto caliphate"> sokoto caliphate</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20teachings" title=" moral teachings"> moral teachings</a> </p> <a href="https://publications.waset.org/abstracts/33688/lesson-of-moral-teaching-of-the-sokoto-caliphate-in-the-quest-for-genuine-national-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16513</span> Parent’s Perspective about the Impact of Digital Storytelling on a Child’s Moral Development in the Early Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hina%20Abdul%20Majeed">Hina Abdul Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The story has a powerful impact on the human mind of all age groups. There are various ways to tell stories; one of the forms is digital storytelling. Digital storytelling is getting popular nowadays; it mainly catalyzes a child's holistic development in the early years. Thus, this study's primary purpose is to explore parents' perception of the impact of digital storytelling on developing children's moral values and the change that occurs in child's moral behavior and attitude using the digital storytelling tool. Literature was reviewed by exploring the recent studies on digital stories and their impact on child's development. This study was based on a mixed-method approach, considering qualitative and quantitative research designs. The population for this study included parents of early years children who resided in Karachi. However, parents of two to six years old children were targeted as samples by selecting using a purposive sample method. Thus, 100 parents were chosen for the quantitative survey, and five parents were interviewed to collect qualitative data. Questionnaires were developed for collecting data from parents through surveys and interviews. The SPSS was used to analyze the quantitative data, and the parents' responses collected during discussions were presented in narrative form. The findings show that the impact of digital storytelling, in most parents' opinion, is positive in inculcating moral values in their children. Moreover, parents also endorse the changes in child's behavior and attitude due to digital stories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20years" title=" early years"> early years</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/162826/parents-perspective-about-the-impact-of-digital-storytelling-on-a-childs-moral-development-in-the-early-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162826.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16512</span> Definition, Barriers to and Facilitators of Moral Distress as Perceived by Neonatal Intensive Care Physicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Deligianni">M. Deligianni</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Voultsos"> P. Voultsos</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Tsamadou"> E. Tsamadou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background/Introduction: Moral distress is a common occurrence for health professionals working in neonatal critical care. Despite a growing number of critically ill neonatal and pediatric patients, only a few articles related to moral distress as experienced by neonatal physicians have been published over the last years. Objectives/Aims: The aim of this study was to define and identify barriers to and facilitators of moral distress based on the perceptions and experiences of neonatal physicians working in neonatal intensive care units (NICUs). This pilot study is a part of a larger nationwide project. Methods: A multicenter qualitative descriptive study using focus group methodology was conducted. In-depth interviews lasting 45 to 60 minutes were audio-recorded. Once data were transcribed, conventional content analysis was used to develop the definition and categories, as well as to identify the barriers to and facilitators of moral distress. Results: Participants defined moral distress broadly in the context of neonatal critical care. A wide variation of definitions was displayed. The physicians' responses to moral distress included different feelings and other situations. The overarching categories that emerged from the data were patient-related, family-related, and physician-related factors. Moreover, organizational factors may constitute major facilitators of moral distress among neonatal physicians in NICUs. Note, however, that moral distress may be regarded as an essential component to caring for neonates in critical care. The present study provides further insight into the moral distress experienced by physicians working in Greek NICUs. Discussion/Conclusions: Understanding how neonatal and pediatric critical care nurses define moral distress and what contributes to its development is foundational to developing targeted strategies for mitigating the prevalence of moral distress among neonate physicians in the context of NICUs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20care" title="critical care">critical care</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20distress" title=" moral distress"> moral distress</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20physician" title=" neonatal physician"> neonatal physician</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20intensive%20care%20unit" title=" neonatal intensive care unit"> neonatal intensive care unit</a>, <a href="https://publications.waset.org/abstracts/search?q=NICU" title=" NICU"> NICU</a> </p> <a href="https://publications.waset.org/abstracts/132752/definition-barriers-to-and-facilitators-of-moral-distress-as-perceived-by-neonatal-intensive-care-physicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16511</span> Being a Teacher in Higher Education: Techne or Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20V.%20S.%20Nguyen">Thi V. S. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Laws"> Kevin Laws</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the construction of higher education teachers’ roles from the perspectives of participants in a compulsory teachers’ professional development for Vietnamese higher education teachers. Constructivist grounded theory was used as methodology and analysis of the study. Fifteen program participants were semi-structured interviewed before they started the professional development program for higher education teachers. Five trainers of the program were interviewed and documents related to teachers’ standards in Vietnam were analysed to supplement participants’ perspectives. Standards and roles of higher education teachers emerged as two categories grounded from data. Standard category involves moral and professional criteria, whereas roles of higher education teachers category consists of specific roles related to guiding student learning, and advising their academic, moral and social activities. A model of higher education teachers’ conceptions of their roles in a Vietnamese context addressing both professional (techne) and moral (praxis) responsibilities is constructed from this study. A discussion on teachers’ roles in higher education is put forward and insightful implications for the design and possible restructure of teachers’ professional development for early career higher education teachers is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20teachers%27%20roles%20and%20standards" title="higher education teachers' roles and standards">higher education teachers' roles and standards</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20roles" title=" moral roles"> moral roles</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20professional%20development" title=" teachers' professional development"> teachers' professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20conceptions%20of%20their%20roles" title=" teachers' conceptions of their roles"> teachers' conceptions of their roles</a> </p> <a href="https://publications.waset.org/abstracts/53242/being-a-teacher-in-higher-education-techne-or-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16510</span> Author’s Moral Rights in the Copyright Laws of the Baltic States: Comparative Legal Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sintija%20Zalane">Sintija Zalane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the protection and implementation of authors' moral rights in the copyright laws of Latvia, Lithuania, and Estonia, focusing on their legal frameworks in light of the Berne Convention. The analysis highlights how moral rights, such as authorship attribution, integrity of the work, and opposition to derogatory treatment, are upheld in these jurisdictions. The study compares national approaches to posthumous protection of moral rights and their interplay with economic rights. Drawing on legal texts and court decisions, the paper identifies challenges in enforcement and suggests harmonization opportunities to strengthen the moral rights framework across the Baltic region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authors%E2%80%99%20moral%20rights" title="authors’ moral rights">authors’ moral rights</a>, <a href="https://publications.waset.org/abstracts/search?q=copyright%20laws" title=" copyright laws"> copyright laws</a>, <a href="https://publications.waset.org/abstracts/search?q=Baltic%20states" title=" Baltic states"> Baltic states</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20frameworks" title=" legal frameworks"> legal frameworks</a>, <a href="https://publications.waset.org/abstracts/search?q=berne%20convention" title=" berne convention"> berne convention</a>, <a href="https://publications.waset.org/abstracts/search?q=posthumous%20protection" title=" posthumous protection"> posthumous protection</a> </p> <a href="https://publications.waset.org/abstracts/194777/authors-moral-rights-in-the-copyright-laws-of-the-baltic-states-comparative-legal-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16509</span> Ramadan and Ethical Integrity in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Andrade">Gabriel Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Ramadan is a time of intense religious salience in the Islamic world. Apart from ritual engagement, it is also a time for reflection on devotion and shared humanity. This prompts the issue if Ramadan has an effect on moral integrity and decision-making. Methods: The present study seeks to answer that question. A group of Muslim students in the United Arab Emirates (UAE) were assessed on moral integrity both during and after Ramadan. Results: Results came out showing that Ramadan has no significant effect on participants’ moral integrity. Conclusion: It is concluded that Ramadan has no effect on participants’ moral behavior, and this is potentially explained by the UAE’s increased secularization in recent decades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramadan" title="Ramadan">Ramadan</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20integrity" title=" moral integrity"> moral integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=secularization" title=" secularization"> secularization</a>, <a href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas" title=" trolley dilemmas"> trolley dilemmas</a> </p> <a href="https://publications.waset.org/abstracts/187722/ramadan-and-ethical-integrity-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16508</span> Moral Hazard under the Effect of Bailout and Bailin Events: A Markov Switching Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Kaddour">Amira Kaddour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To curb the problem of liquidity in times of financial crises, two cases arise; the Bailout or Bailin, two opposite choices that elicit the analysis of their effect on moral hazard. This paper attempts to empirically analyze the effect of these two types of events on the behavior of investors. For this end, we use the Emerging Market Bonds Index (EMBI-JP Morgan), and its excess of return, to detect the change in the risk premia through a Markov switching model. The results showed the transition to two types of regime and an effect on moral hazard; Bailout is an incentive of moral hazard, Bailin effectiveness remains subject of credibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bailout" title="Bailout">Bailout</a>, <a href="https://publications.waset.org/abstracts/search?q=Bailin" title=" Bailin"> Bailin</a>, <a href="https://publications.waset.org/abstracts/search?q=Moral%20hazard" title=" Moral hazard"> Moral hazard</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20crisis" title=" financial crisis"> financial crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=Markov%20switching" title=" Markov switching"> Markov switching</a> </p> <a href="https://publications.waset.org/abstracts/27085/moral-hazard-under-the-effect-of-bailout-and-bailin-events-a-markov-switching-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16507</span> Shame and Pride in Moral Self-Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matt%20Stichter">Matt Stichter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moral development requires learning from one’s failures, but that turnsout to be especially challenging when dealing with moral failures. The distress prompted by moral failure can cause responses ofdefensiveness or disengagement rather than attempts to make amends and work on self-change. The most potentially distressing response to moral failure is a shame. However, there appears to be two different senses of “shame” that are conflated in the literature, depending on whether the failure is appraised as the result of a global and unalterable self-defect, or a local and alterable self-defect. One of these forms of shame does prompt self-improvement in response to moral failure. This occurs if one views the failure as indicating only a specific (local) defect in one’s identity, where that’s something repairable, rather than asanoverall(orglobal)defectinyouridentity that can’t be fixed. So, if the whole of one’s identity as a morally good person isn’t being called into question, but only a part, then that is something one could work on to improve. Shame, in this sense, provides motivation for self-improvement to fix this part oftheselfinthe long run, and this would be important for moral development. One factor that looks to affect these different self-attributions in the wake of moral failure can be found in mindset theory, as reactions to moral failure in these two forms of shame are similar to how those with a fixed or growth mindset of their own abilities, such as intelligence, react to failure. People fall along a continuum with respect to how they view abilities – it is more of a fixed entity that you cannot do much to change, or it is malleable such that you can train to improve it. These two mindsets, ‘fixed’ versus ‘growth’, have different consequences for how we react to failure – a fixed mindset leads to maladaptive responses because of feelings of helplessness to do better; whereas a growth mindset leads to adaptive responses where a person puts forth effort to learn how to act better the next time. Here we can see the parallels between a fixed mindset of one’s own (im)morality, as the way people respond to shame when viewed as indicating a global and unalterable self-defect parallels the reactions people have to failure when they have a fixed mindset. In addition, it looks like there may be a similar structure to pride. Pride is, like shame, a self-conscious emotion that arises from internal attributions about the self as being the cause of some event. There are also paradoxical results from research on pride, where pride was found to motivate pro-social behavior in some cases but aggression in other cases. Research suggests that there may be two forms of pride, authentic and hubristic, that are also connected to different self-attributions, depending on whether one is feeling proud about a particular (local) aspect of the self versus feeling proud about the whole of oneself (global). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=mindset" title=" mindset"> mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20psychology" title=" moral psychology"> moral psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pride" title=" pride"> pride</a>, <a href="https://publications.waset.org/abstracts/search?q=shame" title=" shame"> shame</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/158275/shame-and-pride-in-moral-self-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16506</span> A Qualitative South African Study on Exploration of the Moral Identity of Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yolanda%20Havenga">Yolanda Havenga </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being a competent nurse requires clinical, general, and moral competencies. Moral competence is a culmination of moral perceptions, moral judgment, moral behaviour, and moral identity. Moral identity is the values, images, and fundamental principles held in the collective minds and memories of nurses about what it means to be a ‘good nurse’. It is important to explore and describe South African nurses’ moral identities and excavate the post-colonial counter-narrative to nurses moral identities as a better understanding of these identities will enable means to positively address nurses’ moral behaviours. This study explored the moral identity of nurses within the South African context. A qualitative approach was followed triangulating with phenomenological and narrative designs with the same purposively sampled group of professional nurses. In-depth interviews were conducted until saturation of data occurred about the sampled nurses lived experiences of being a nurse in South Africa. They were probed about their core personal-, social-, and professional values. Data were analysed based on the steps used by Colaizzi. These nurses were then asked to write a narrative telling a personal story that portrayed a significant time in their professional career that defines their identity as a nurse. This data were analysed using a critical narrative approach and findings of the two sets of data were merged. Ethical approval was obtained and approval from all relevant gate keepers. In the findings, themes emerged related to personal, social and professional values, images and fundamental principles of being a nurse within the South African context. The findings of this study will inform a future national study including a representative sample of South African nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20behaviour" title="moral behaviour">moral behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20identity" title=" moral identity"> moral identity</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/88850/a-qualitative-south-african-study-on-exploration-of-the-moral-identity-of-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16505</span> Gender Moderates the Association Between Symbolization Trait (But Not Internalization Trait) and Smoking Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuay%20Hue%20San">Kuay Hue San</a>, <a href="https://publications.waset.org/abstracts/search?q=Muaz%20Haqim%20Shaharum"> Muaz Haqim Shaharum</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Yusoff"> Nasir Yusoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender plays a big role in psychosocial development. This study aimed to investigate whether gender moderates the relationship between moral identity (internalization and symbolization) and risk-smoking behavior. An online cross-sectional study was carried out on 388 (61% female) youths who fulfilled the study’s inclusion and exclusion criteria. While viewing images of smoking behavior, participants rated their emotional state, which ranged from unpleasant to pleasant. Participants were also asked to fill out the eight-item Moral Identity Scale and provide their socio-demographic information. Gender significantly moderated the relationship between symbolization and smoking behavior. However, the moderation effect was not shown by internalization Finding highlights the implication of gender on moral identity and smoking behavior and the importance of considering this in the public health intervention and program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smoking%20behaviour" title="smoking behaviour">smoking behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20identity" title=" moral identity"> moral identity</a> </p> <a href="https://publications.waset.org/abstracts/142920/gender-moderates-the-association-between-symbolization-trait-but-not-internalization-trait-and-smoking-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16504</span> The Mobilizing Role of Moral Obligation and Collective Action Frames in Two Types of Protest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Alzate">Monica Alzate</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Dono"> Marcos Dono</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Manuel%20Sabucedo"> Jose Manuel Sabucedo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As long as collective action and its predictors constitute a big body of work in the field of political psychology, context-dependent studies and moral variables are a relatively new issue. The main goal of this presentation is to examine the differences in the predictors of collective action when taking into account two different types of protest, and also focus on the role of moral obligation as a predictor of collective action. To do so, we sampled both protesters and non-protesters from two mobilizations (N=376; N=563) of different nature (catalan Independence, and an 'indignados' march) and performed a logistic regression and a 2x2 MANOVA analysis. Results showed that the predictive variables that were more discriminative between protesters and non-protesters were identity, injustice, efficacy and moral obligation for the catalan Diada and injustice and moral obligation for the 'indignados'. Also while the catalans scored higher in the identification and efficacy variables, the indignados did so in injustice and moral obligation. Differences are evidenced between two types of collective action that coexist within the same protest cycle. The frames of injustice and moral obligation gain strength in the post-2010 mobilizations, a fact probably associated with the combination of materialist and post-materialist values that distinguish the movement. All of this emphasizes the need of studying protest from a contextual point of view. Besides, moral obligation emerges as key predictor of collective action engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20action" title="collective action">collective action</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20obligation" title=" moral obligation"> moral obligation</a>, <a href="https://publications.waset.org/abstracts/search?q=protest" title=" protest"> protest</a> </p> <a href="https://publications.waset.org/abstracts/70968/the-mobilizing-role-of-moral-obligation-and-collective-action-frames-in-two-types-of-protest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70968.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16503</span> Moderating Role of Psychological Contract in Relationship between Moral Disengagement and Counterproductive Work Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afsheen%20Masood">Afsheen Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Rashid"> Sumaira Rashid</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Ijaz"> Nadia Ijaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Shama%20Mazahir"> Shama Mazahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study examined the relationship between moral disengagement, psychological contract, organizational citizenship behavior and counterproductive work behavior. It is hypothesized that there is likely to be a significant relationship between moral disengagement, psychological contract, organizational citizenship behavior and counterproductive work behavior. It is hypothesized that moral disengagement is likely to significantly predict counterproductive work behavior. It is hypothesized that psychological contract is likely to moderate the relationship between moral disengagement, and counterproductive work behavior. Cross-sectional survey research design was used for the study. The sample consisted of 500 middle managers, age ranging between 30-45 years working in private and public sector. The measures used were Moral Disengagement Scale, Psychological Contract Scale, and Counterproductive Work Behavior. Series of Correlation analyses, Regression analysis, moderation analysis and t-test was run in order to execute descriptive and inferential analyses. The findings revealed that there was a significant positive relationship between moral disengagement and counterproductive work behaviors. Psychological contract significantly mediated the relationship between moral disengagement and counterproductive work behaviors. There were significant gender differences reported in psychological contract and counterproductive work behaviors. The insightful findings carry significant implication for organizational psychologists and organizational stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20contract" title="psychological contract">psychological contract</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20disengagement" title=" moral disengagement"> moral disengagement</a>, <a href="https://publications.waset.org/abstracts/search?q=counterproductive%20work%20behaviors" title=" counterproductive work behaviors"> counterproductive work behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation%20analysis" title=" mediation analysis"> mediation analysis</a> </p> <a href="https://publications.waset.org/abstracts/71626/moderating-role-of-psychological-contract-in-relationship-between-moral-disengagement-and-counterproductive-work-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16502</span> A Quantitative Study on the Effects of School Development on Character Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20G%C3%BCcen">Merve Gücen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the aims of education is to educate individuals who have embraced universal moral principles and transform universal moral principles into moral values. Character education aims to educate behaviors of individuals in their mental activities to transform moral principles into moral values in their lives. As the result of this education, individuals are expected to develop positive character traits and become morally indifferent individuals. What are the characteristics of the factors that influence character education at this stage? How should character education help individuals develop positive character traits? Which methods are more effective? These questions come to mind when studying character education. Our research was developed within the framework of these questions. The aim of our study is to provide the most effective use of the education factor that affects character. In this context, we tried to explain character definition, character development, character education and the factors affecting character education using qualitative research methods. At this stage, character education programs applied in various countries were examined and a character education program consisting of Islamic values was prepared and implemented in an International Imam Hatip High School in Istanbul. Our application was carried out with the collaboration of school and families. Various seminars were organized in the school and participation of families was ensured. In the last phase of our study, we worked with the students and their families on the effectiveness of the events held during the program. In this study, it was found that activities such as storytelling and theater in character education programs were effective in recognizing wrong behaviors in individuals. It was determined that our program had a positive effect on the quality of education. It was seen that applications of this educational program affected the behavior of the employees in the educational institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20development" title="character development">character development</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20activities" title=" family activities"> family activities</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20program" title=" education program"> education program</a> </p> <a href="https://publications.waset.org/abstracts/94543/a-quantitative-study-on-the-effects-of-school-development-on-character-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16501</span> Moral Identity and Moral Attentiveness as Predictors of Ethical Leadership in Financial Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pilar%20Gamarra%20Gamarra">Pilar Gamarra Gamarra</a>, <a href="https://publications.waset.org/abstracts/search?q=Michele%20Girotto"> Michele Girotto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the expanding field of leaders’ ethical behavior research, little attention has been paid to the association between finance leaders’ ethical traits (beyond personality) and ethical leadership, and more importantly, how these ethical characteristics can be predictors of ethical behavior at the leadership level in the financial sector. In this study, we tested a theoretical model based on uponsocial cognitive theory (Bandura, 1986) and the cognitive-developmental model (Piaget, 1932) to examine leaders’ moral identity and moral attentiveness as antecedents of ethical leadership. After the 2008 economic crisis, the marketplace has awakened to the potential dangers of unethical behavior. The unethical behavior of the leaders of the financial sector was identified as guilty of this economic catastrophe. For that reason, it seems increasingly prudent for organizations to have leaders who are cognitively inclined toward ethical behavior. This evidence suggests that moral attentiveness and moral identity is perhaps one way of identifying those kinds of leaders. For leaders who are morally attentive and have a high moral identity, themes of ethics interventions are consistent with their way of seeing the word. As a result, these leaders could become critical components of change in organizations and could provide the energy and skills necessary for these efforts to be successful. Ethical behavior of leader from the financial sector and marketing sectors must be joined to manage the change. In this study, a leader’s moral identity, leader’s moral attentiveness, and self-importance of Ethical Leadership are measured for financial and marketing leaders to be compared to determine the relationship between the three variables in each sector. Other conclusion related to gender, educational level or generation are obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethical%20leadership" title="ethical leadership">ethical leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20identity" title=" moral identity"> moral identity</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20attentiveness" title=" moral attentiveness"> moral attentiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20leaders" title=" financial leaders"> financial leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20leaders" title=" marketing leaders"> marketing leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20behavior" title=" ethical behavior"> ethical behavior</a> </p> <a href="https://publications.waset.org/abstracts/142171/moral-identity-and-moral-attentiveness-as-predictors-of-ethical-leadership-in-financial-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16500</span> Preschoolers’ Selective Trust in Moral Promises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuanxia%20Zheng">Yuanxia Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Min%20Zhong"> Min Zhong</a>, <a href="https://publications.waset.org/abstracts/search?q=Cong%20Xin"> Cong Xin</a>, <a href="https://publications.waset.org/abstracts/search?q=Guoxiong%20Liu"> Guoxiong Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liqi%20Zhu"> Liqi Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trust is a critical foundation of social interaction and development, playing a significant role in the physical and mental well-being of children, as well as their social participation. Previous research has demonstrated that young children do not blindly trust others but make selective trust judgments based on available information. The characteristics of speakers can influence children’s trust judgments. According to Mayer et al.’s model of trust, these characteristics of speakers, including ability, benevolence, and integrity, can influence children’s trust judgments. While previous research has focused primarily on the effects of ability and benevolence, there has been relatively little attention paid to integrity, which refers to individuals’ adherence to promises, fairness, and justice. This study focuses specifically on how keeping/breaking promises affects young children’s trust judgments. The paradigm of selective trust was employed in two experiments. A sample size of 100 children was required for an effect size of w = 0.30，α = 0.05，1-β = 0.85, using G*Power 3.1. This study employed a 2×2 within-subjects design to investigate the effects of moral valence of promises (within-subjects factor: moral vs. immoral promises), and fulfilment of promises (within-subjects factor: kept vs. broken promises) on children’s trust judgments (divided into declarative and promising contexts). In Experiment 1 adapted binary choice paradigms, presenting 118 preschoolers (62 girls, Mean age = 4.99 years, SD = 0.78) with four conflict scenarios involving the keeping or breaking moral/immoral promises, in order to investigate children’s trust judgments. Experiment 2 utilized single choice paradigms, in which 112 preschoolers (57 girls, Mean age = 4.94 years, SD = 0.80) were presented four stories to examine their level of trust. The results of Experiment 1 showed that preschoolers selectively trusted both promisors who kept moral promises and those who broke immoral promises, as well as their assertions and new promises. Additionally, the 5.5-6.5-year-old children are more likely to trust both promisors who keep moral promises and those who break immoral promises more than the 3.5- 4.5-year-old children. Moreover, preschoolers are more likely to make accurate trust judgments towards promisor who kept moral promise compared to those who broke immoral promises. The results of Experiment 2 showed significant differences of preschoolers’ trust degree: kept moral promise > broke immoral promise > broke moral promise ≈ kept immoral promise. This study is the first to investigate the development of trust judgement in moral promise among preschoolers aged 3.5-6.5. The results show that preschoolers can consider both valence and fulfilment of promises when making trust judgments. Furthermore, as preschoolers mature, they become more inclined to trust promisors who keep moral promises and those who break immoral promises. Additionally, the study reveals that preschoolers have the highest level of trust in promisors who kept moral promises, followed by those who broke immoral promises. Promisors who broke moral promises and those who kept immoral promises are trusted the least. These findings contribute valuable insights to our understanding of moral promises and trust judgment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=promise" title="promise">promise</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20judgement" title=" moral judgement"> moral judgement</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/186290/preschoolers-selective-trust-in-moral-promises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <ul 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