When the Confounding Effect of Optimism Meets the Collider Effect of Motivation: Prospective teachers' Moral Motives and Moral Stances.

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
ACS Applied Bio Materials Pub Date : 2024-01-01 Epub Date: 2024-03-28 DOI:10.1080/00223980.2024.2331548
Altay Eren
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Abstract

Previous studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength and the confounding effect of dispositional optimism. Such an investigation could provide deeper insights into teachers' moral stances regarding critical incidents that give rise to ethical concerns within educational environments, particularly during the initial stages of their teaching careers (i.e., teacher education). Therefore, in the current study, prospective teachers' moral motives were examined as predictors of their perceptions regarding unethical teacher behaviors, considering the collider effect of motivation strength and the confounding effect of dispositional optimism. 701 prospective teachers participated in the study. Comprehensive analyses, including preliminary exploratory structural equation modeling (ESEM) and a main analysis (i.e., set-ESEM), were implemented to investigate the relationships between the research variables thoroughly. The results revealed that the moral motives of 'self-restraint' and 'not harming' had a significant negative effect on the moral stances of prospective teachers regarding the adoption of unethical teacher behaviors. In contrast, the 'social order' moral motive had a significant positive effect on their moral stances toward adopting unethical teacher behaviors. In particular, these effects were not due to the collider effect of motivation strength or the confounding effect of dispositional optimism. Theoretical and practical implications were also discussed in the study.

当乐观的干扰效应遇到动机的碰撞效应:未来教师的道德动机和道德立场。
以往的研究清楚地表明,在与教学相关的道德问题上,探讨影响教师/准教师道德立场的因素非常重要。然而,这些研究都没有具体考察教师/准教师在个人、人际和社会环境中基于道德调节系统激活的道德动机,同时考虑动机强度的碰撞效应和倾向性乐观的混杂效应。这样的调查可以让我们更深入地了解教师在教育环境中,尤其是在教师职业的初始阶段(即师范教育阶段),对引起伦理问题的关键事件所持的道德立场。因此,在本研究中,考虑到动机强度的碰撞效应和处置乐观主义的混杂效应,将准教师的道德动机作为其对教师不道德行为看法的预测因素进行了研究。701 名准教师参与了研究。研究人员进行了综合分析,包括初步探索性结构方程建模(ESEM)和主要分析(即集合-ESEM),以深入探究研究变量之间的关系。结果表明,"自我约束 "和 "不伤害 "这两个道德动机对准教师采取违反师德行为的道德立场有显著的负向影响。与此相反,"社会秩序 "道德动机对准教师采取不道德教师行为的道德立场有显著的正向影响。特别是,这些效应不是由于动机强度的碰撞效应或倾向性乐观的混杂效应造成的。研究还讨论了理论和实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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