The Effectiveness of Ethics Education: A Quasi-Experimental Field Study
The Effectiveness of Ethics Education: A Quasi-Experimental Field Study
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道德教育的有效性：准实验田野研究
DOI：
10.1007/s11948-011-9349-0
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发表时间：
2012
影响因子：
3.7
通讯作者：
Matthew T. Luth
中科院分区：
文献类型：
--
作者：
Douglas R. May;Matthew T. Luth
道德操守是工程和科学研究、设计和实践中卓越的标志。虽然这些领域的本科生和研究生课程经常强调道德行为，但很少有人将正式的道德培训作为课程的一部分。这项研究的第一个目的是评估伦理教育在提高个人对负责任的研究实践的一般知识和他们的道德推理水平方面的相对有效性。其次，我们考察了伦理教育对采取观点、道德效能感、道德勇气和道德意义的积极心理结果的影响。为了验证我们的研究假设，我们采用了前测-后测的准实验设计，包括三个伦理教育组(对照、嵌入模块和独立课程)。研究结果显示，嵌入式课程和独立课程都能有效提高参与者的观点采纳力、道德效能感和道德勇气。嵌入模块条件下，道德意义略有增强。研究行为的道德判断和负责任行为的知识不受任何一种道德教育条件的影响。与预期相反，在影响被调查的积极心理结果方面，独立课程并不优于嵌入模块。讨论了这些发现对未来研究和实践的启示。
Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals’ general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the positive psychological outcomes of perspective-taking, moral efficacy, moral courage, and moral meaningfulness. To examine our research hypotheses, we utilized a pretest–posttest quasi-experimental design consisting of three ethics education groups (control, embedded modules, and stand-alone courses). Findings revealed that both embedded and stand alone courses were effective in enhancing participants’ perspective-taking, moral efficacy, and moral courage. Moral meaningfulness was marginally enhanced for the embedded module condition. Moral judgment and knowledge of responsible conduct of research practices were not influenced by either ethics education condition. Contrary to expectations, stand alone courses were not superior to embedded modules in influencing the positive psychological outcomes investigated. Implications of these findings for future research and practice are discussed.
影响因子：
5.4
作者：
J. Haidt
通讯作者：
J. Haidt