Correction: Students' values, professional socialization and the mental gap of corporate social responsibility perceptions.

[This corrects the article DOI: 10.1371/journal.pone.0261653.].

The role of higher education and civic involvement in converting young adults' social responsibility to prosocial behavior.

This study investigates the indirect mechanisms relevant to converting young adults' prosocial attitudes and individual responsibility into their prosocial behavior. Our results are based on a sample of 530 young adults studying at three public regional business schools in South East Europe. They show a significant favorable influence on young adults' civic and political involvement, mediating the relationship between individual responsibility attitudes and prosocial behavior. However, this would not have been expected based on previous research. Another indirect path between the same variables is modeled using a hypothesized moderated mediation effect. The institutional influence of higher education proves to be a significant mediator of the proposed relationship, moderated by the amount of educational content in the fields of ethics, social and environmental responsibility. At mid-and-high levels of exposure to relevant educational content, this indirect path significantly influences the developing young adults' pro-environmental behaviors. The study results are discussed from the viewpoint of peripheral regions with a history of dysfunctional social capital mechanisms.

Corruption, public trust and medical autonomy in the public health sector of Montenegro: Taking stock of the COVID-19 influence.

In this paper, we analyze the influence of corruption perception, experiences of corruptive behavior, and healthcare autonomy on the public trust in Montenegrin healthcare, by surveying the general population before and after the global COVID-19 pandemic. By providing a quasi-replication of a previous empirical study of corruption and trust in the Croatian public healthcare sector, we introduce the COVID-19 pandemic as a new research context. Before the pandemic, we found a consistent and significant negative influence of the corruptive practices and the generally perceived level of corruption (corruption salience) on the trust in public healthcare. The emergence of COVID-19 had mixed effects: while there is a slightly higher effect of corruption salience to the preference of public healthcare, corruptive experiences still matter but are tolerated much higher than before the pandemic. Public assessment of the autonomy of the health system increases preference for public healthcare, both before and after the pandemic, although the emergence of COVID-19 somewhat lowers this effect. The obtained results point to the most significant challenges of the 'post-COVID-19' social context to public health policymaking and management of public healthcare institutions. These include focusing the public healthcare reforms on corruption, reducing waiting times for different diagnostics and medical procedures in the public healthcare system, and regulating the 'dual practice' (simultaneous work in public and private healthcare institutions).

Students' values, professional socialization and the mental gap of corporate social responsibility perceptions.

This paper examines how values and professional socialization in business schools impact the formulation of students' contextualized view of social responsibility. We propose the empirical concept of a mental gap between the existing and the wished-for level of a business school's corporate social responsibility and estimate it empirically by using a sample of business school students from Central and South East Europe. Results show that students wish their business schools to reduce their current orientation toward economic outcomes and focus on environmental and social responsibilities. We interpret those empirical results in terms of the students' wish to balance achieving economic prosperity and enjoyment of life with the prosocial outcomes of their education. New student generations' perception of corporate social responsibility is not shaped by the professional socialization patterns but rather by the own perceptions, which can be influenced by experiential approaches to academic teaching and learning. Based on these empirical results, implications for academic practice and future research are explored.