{"title":"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。","authors":"Altay Eren","doi":"10.1080/00223980.2024.2331548","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":48218,"journal":{"name":"Journal of Psychology","volume":" ","pages":"554-587"},"PeriodicalIF":2.2000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"When the Confounding Effect of Optimism Meets the Collider Effect of Motivation: Prospective teachers' Moral Motives and Moral Stances.\",\"authors\":\"Altay Eren\",\"doi\":\"10.1080/00223980.2024.2331548\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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.</p>\",\"PeriodicalId\":48218,\"journal\":{\"name\":\"Journal of Psychology\",\"volume\":\" \",\"pages\":\"554-587\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/00223980.2024.2331548\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/3/28 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00223980.2024.2331548","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/3/28 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
When the Confounding Effect of Optimism Meets the Collider Effect of Motivation: Prospective teachers' Moral Motives and Moral Stances.
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.
期刊介绍:
The Journal of Psychology is an interdisciplinary journal that publishes empirical research and theoretical articles in applied areas of psychology, including: Behavioral Psychology Clinical Psychology Cognitive Psychology Counseling Psychology Cultural Psychology Economic Psychology Educational Psychology Environmental Psychology Ethics in Psychology Family Psychology and Couples Psychology Forensic Psychology Health Psychology Industrial and Personnel Psychology Managerial and Leadership Psychology Measurement/Assessment Professional Practice Psychology of Religion Psychotherapy School Psychology Social Psychology Sport Psychology Work, Industrial and Organizational Psychology