Self-Focused Emotions and Ethical Decision-Making: Comparing the Effects of Regulated and Unregulated Guilt, Shame, and Embarrassment.

Research has examined various cognitive processes underlying ethical decision-making, and has recently begun to focus on the differential effects of specific emotions. The present study examines three self-focused moral emotions and their influence on ethical decision-making: guilt, shame, and embarrassment. Given the potential of these discrete emotions to exert positive or negative effects in decision-making contexts, we also examined their effects on ethical decisions after a cognitive reappraisal emotion regulation intervention. Participants in the study were presented with an ethical scenario and were induced, or not induced, to feel guilt, shame, or embarrassment, and were asked to reappraise, or not reappraise, the situation giving rise to those emotions. Responses to questions about the ethical case were evaluated for the quality of ethical sensemaking, perceptions of moral intensity, and decision ethicality. Findings indicate that guilt, shame, and embarrassment are associated with different sensemaking processes and metacognitive reasoning strategies, and resulted in different perceptions of moral intensity. Additionally, cognitive reappraisal had a negative impact on each of these factors. Implications of these findings for ethical decision-making research are discussed.

To Whistleblow or Not to Whistleblow: Affective and Cognitive Differences in Reporting Peers and Advisors.

Traditional whistleblowing theories have purported that whistleblowers engage in a rational process in determining whether or not to blow the whistle on misconduct. However, stressors inherent to whistleblowing often impede rational thinking and act as a barrier to effective whistleblowing. The negative impact of these stressors on whistleblowing may be made worse depending on who engages in the misconduct: a peer or advisor. In the present study, participants are presented with an ethical scenario where either a peer or advisor engages in misconduct, and positive and the negative consequences of whistleblowing are either directed to the wrongdoer, department, or university. Participant responses to case questions were evaluated for whistleblowing intentions, moral intensity, metacognitive reasoning strategies, and positive and negative, active and passive emotions. Findings indicate that participants were less likely to report the observed misconduct of an advisor compared to a peer. Furthermore, the findings also suggest that when an advisor is the source of misconduct, greater negative affect results. Post-hoc analyses were also conducted examining the differences between those who did and did not intend to blow the whistle under the circumstances of either having to report an advisor or peer. The implications of these findings for understanding the complexities involved in whistleblowing are discussed.

Continuous Evaluation in Ethics Education: A Case Study.

A great need for systematic evaluation of ethics training programs exists. Those tasked with developing an ethics training program may be quick to dismiss the value of training evaluation in continuous process improvement. In the present effort, we use a case study approach to delineate how to leverage formative and summative evaluation measures to create a high-quality ethics education program. With regard to formative evaluation, information bearing on trainee reactions, qualitative data from the comments of trainees, in addition to empirical findings, can ensure that the training program operates smoothly. Regarding summative evaluation, measures examining trainee cognition, behavior, and organization-level results provide information about how much trainees have changed as a result of taking the ethics training. The implications of effective training program evaluation are discussed.

Review of Instructional Approaches in Ethics Education.

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.

A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.

Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.

A Comparison of the Effects of Ethics Training on International and US Students.

As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention.

The capacity for ethical decisions: the relationship between working memory and ethical decision making.

Although various models of ethical decision making (EDM) have implicitly called upon constructs governed by working memory capacity (WMC), a study examining this relationship specifically has not been conducted. Using a sense making framework of EDM, we examined the relationship between WMC and various sensemaking processes contributing to EDM. Participants completed an online assessment comprised of a demographic survey, intelligence test, various EDM measures, and the Automated Operation Span task to determine WMC. Results indicated that WMC accounted for unique variance above and beyond ethics education, exposure to ethical issues, and intelligence in several sensemaking processes. Additionally, a marginally significant effect of WMC was also found with reference to EDM. Individual differences in WMC appear likely to play an important role in the ethical decision-making process, and future researchers may wish to consider their potential influences.

Differences in Biases and Compensatory Strategies Across Discipline, Rank, and Gender Among University Academics.

The study of ethical behavior and ethical decision making is of increasing importance in many fields, and there is a growing literature addressing the issue. However, research examining differences in ethical decision making across fields and levels of experience is limited. In the present study, biases that undermine ethical decision making and compensatory strategies that may aid ethical decision making were identified in a series of interviews with 63 faculty members across six academic fields (e.g., biological sciences, health sciences, social sciences) and three levels of rank (assistant professor, associate professor, and full professor) as well as across gender. The degree to which certain biases and compensatory strategies were used in justifications for responses to ethical situations was compared across fields, level of experience, and gender. Major differences were found across fields for several biases and compensatory strategies, including biases and compensatory strategies related to use of professional field principles and field-specific guidelines. Furthermore, full professors tend to differ greatly from assistant and associate professors on a number of constructs, and there were differences in the consistency with which biases and compensatory strategies were displayed within these various groups. Implications of these findings for ethics training and future research are discussed.

Researcher Perspectives on Conflicts of Interest: A Qualitative Analysis of Views from Academia.

The increasing interconnectedness of academic research and external industry has left research vulnerable to conflicts of interest. These conflicts have the potential to undermine the integrity of scientific research as well as to threaten public trust in scientific findings. The present effort sought to identify themes in the perspectives of faculty researchers regarding conflicts of interest. Think-aloud interview responses were qualitatively analyzed in an effort to provide insights with regard to appropriate ways to address the threat of conflicts of interest in research. Themes in participant responses included disclosure of conflicts of interest, self-removal from situations where conflict exists, accommodation of conflict, denial of the existence of conflict, and recognition of complexity of situations involving conflicts of interest. Moral disengagement operations are suggested to explain the appearance of each identified theme. In addition, suggestions for best practices regarding addressing conflicts of interest given these themes in faculty perspectives are provided.

COVID-19 vaccine messaging for young adults: Examining framing, other-referencing, and health beliefs.

OBJECTIVE: This study investigates the interaction between message framing and point-of-reference (self vs. others) for vaccine benefits on young adults' COVID-19 vaccine confidence and intentions. It also examines how COVID-19-related health beliefs-such as perceived severity of COVID-19 and perceived benefits of obtaining the vaccine to protect others-mediate these interactions. METHOD: In a 2 (framing: gain vs. loss) × 3 (reference point: self, others, university community) between-subjects experiment (Fall 2021), 202 participants ages 18-23 were shown animated messages with embedded manipulations to convey vaccine information. Moderated mediation models tested the conditional indirect effects of framing on vaccine confidence and intentions. RESULTS: Reference point significantly moderated the effect of framing on the perceived severity of COVID-19. More specifically, and somewhat contrary to previous literature, perceived severity was highest when messages emphasized gains for others. In turn, perceived severity correlated positively with vaccine confidence and intentions, resulting in a significant conditional indirect effect. Despite its positive relationship with COVID-19 vaccine confidence and intentions, perceived benefit to others was not a significant mediator. CONCLUSION: This study provides evidence for the role of reference point in moderating the effect of gain-loss message framing on COVID-19 vaccine attitudes and intentions. However, the findings differ from past research, suggesting other-gain messages may be an optimal strategy for promoting these vaccine outcomes for young adults. Overall, findings have implications for developing tailored messaging strategies that account for the nature of targeted populations and the evolving perceptions of the disease and its associated messaging campaigns. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Case-based knowledge and ethics education: improving learning and transfer through emotionally rich cases.

Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases.

Effects of alternative outcome scenarios and structured outcome evaluation on case-based ethics instruction.

Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes.

Case-based ethics instruction: the influence of contextual and individual factors in case content on ethical decision-making.

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sense making processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed.

Misinformation of COVID-19 vaccines and vaccine hesitancy.

The current study examined various types of misinformation related to the COVID-19 vaccines and their relationships to vaccine hesitancy and refusal. Study 1 asked a sample of full-time working professionals in the US (n = 505) about possible misinformation they were exposed to related to the COVID-19 vaccines. Study 2 utilized an online survey to examine U.S. college students' (n = 441) knowledge about COVID-19 vaccines, and its associations with vaccine hesitancy and behavioral intention to get a COVID-19 vaccine. Analysis of open-ended responses in Study 1 revealed that 57.6% reported being exposed to conspiratorial misinformation such as COVID-19 vaccines are harmful and dangerous. The results of a structural equation modeling analysis for Study 2 supported our hypotheses predicting a negative association between the knowledge level and vaccine hesitancy and between vaccine hesitancy and behavioral intention. Vaccine hesitancy mediated the relationship between the vaccine knowledge and behavioral intention. Findings across these studies suggest exposure to misinformation and believing it as true could increase vaccine hesitancy and reduce behavioral intention to get vaccinated.

Understanding motivations and deterrents for COVID-19 vaccination among US working adults: A mixed method approach.

COVID-19 vaccines have been developed and administered in the United States. Despite evidence from clinical trials for the effectiveness of the COVID-19 vaccines, many individuals are still hesitant or even unwilling to receive one. The purposes of this study are (1) to examine characteristics associated with those willing and unwilling to receive a COVID-19 vaccine and (2) to illuminate the reasons behind their willingness and unwillingness to receive the vaccine using both quantitative and qualitative data. Data collected from 505 US working adults showed that several demographic variables (i.e. education, the size of their organization, the number of dependents, political orientation, and religion) and influence sources (i.e. family members, workplace leaders, political leaders, social media influencers, and healthcare workers) significantly correlated with people's willingness/unwillingness to receive a COVID-19 vaccine. Furthermore, protecting oneself was the most common reason cited by participants for willingness to get the vaccine, while being concerned about vaccine side effects was the most frequently given reason for being unwilling to receive a COVID-19 vaccine. This study expands our current understanding of the COVID-19 vaccine motivators and intention factors. Practically, the findings can help develop health campaign messages effectively target working adults who are unwilling to receive the COVID-19 vaccines and ultimately increase the vaccination rate in the United States.

The influence of discrete emotions on judgement and decision-making: a meta-analytic review.

During the past three decades, researchers interested in emotions and cognition have attempted to understand the relationship that affect and emotions have with cognitive outcomes such as judgement and decision-making. Recent research has revealed the importance of examining more discrete emotions, showing that same-valence emotions (e.g., anger and fear) differentially impact judgement and decision-making outcomes. Narrative reviews of the literature (Lerner & Tiedens, 2006 ; Pham, 2007 ) have identified some under-researched topics, but provide a limited synthesis of findings. The purpose of this study was to review the research examining the influence of discrete emotions on judgement and decision-making outcomes and provide an assessment of the observed effects using a meta-analytic approach. Results, overall, show that discrete emotions have moderate to large effects on judgement and decision-making outcomes. However, moderator analyses revealed differential effects for study-design characteristics and emotion-manipulation characteristics by emotion type. Implications are discussed.

Utterance Clustering Using Stereo Audio Channels.

Utterance clustering is one of the actively researched topics in audio signal processing and machine learning. This study aims to improve the performance of utterance clustering by processing multichannel (stereo) audio signals. Processed audio signals were generated by combining left- and right-channel audio signals in a few different ways and then by extracting the embedded features (also called d-vectors) from those processed audio signals. This study applied the Gaussian mixture model for supervised utterance clustering. In the training phase, a parameter-sharing Gaussian mixture model was obtained to train the model for each speaker. In the testing phase, the speaker with the maximum likelihood was selected as the detected speaker. Results of experiments with real audio recordings of multiperson discussion sessions showed that the proposed method that used multichannel audio signals achieved significantly better performance than a conventional method with mono-audio signals in more complicated conditions.

Emotion Regulation Tendencies and Leadership Performance: An Examination of Cognitive and Behavioral Regulation Strategies.

Emotion regulation is advocated to be an important factor underlying effective leadership given the task demands and interpersonal stressors facing organizational leaders. Despite the recognition of emotion regulation processes in leadership literature, there is a need for additional theorizing and empirical research on the specific cognitive and behavioral strategies utilized by leaders. This effort attempts to address this gap by examining individual tendencies in four emotion regulation strategies, situation modification, attentional deployment, cognitive reappraisal, and suppression, and their association with leadership task performance. Using an undergraduate student sample, this correlational study assessed the relationship between emotion regulation tendencies and performance in emotionally-relevant domains of leadership. Results provide partial support, suggesting that situation modification and cognitive reappraisal are positively related to leadership performance, whereas suppression was found to relate negatively with performance. Emotion regulation strategies were also found to account for variance in leadership performance above and beyond other emotion-related individual differences. Taken together, these findings suggest that certain regulation processes may be more functional for leaders and extend emotion regulation research in the leadership domain. Theoretical and practical implications of this study are discussed.

Denial and Empathy: Partners in Employee Trust Repair?

Prior research on trust repair has focused primarily on investigating verbal responses to breaches of trust. Although consistently implicated in violations, the role of affect in the repair process has been mostly ignored. Using a scenario-based paradigm, we conducted an experimental study to examine the value of mistrusted party's empathy, specific responses to an integrity-based violation (apology vs. denial), and nature of consequences (personal vs. organizational), as well as their interactive effects, on trust repair. Consequently, we sought to merge work on verbal responses with affect. Major findings indicated that presence of mistrusted party's empathy functioned to repair trust better than its absence and, when coupled with a denial of culpability, produced markedly increased perceptions of violator's integrity. These findings contribute to our understanding of how leaders influence followers through affect, informing both emotion and trust theory.