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Sociální desirabilita a integrita zjišťována za pomocí polostrukturovaného rozhovoru

100%
Minarčíková N., Preiss M.
Psychologie a její kontexty
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2018
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vol. 9
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issue 1
101–114
EN
This paper deals with two constructs – social desirability and integrity. Both constructs are related to honesty and trustfulness. Socially desirable responding interferes with accurate self-presentation and therefore can contaminate data from self-report questionnaires (Paulhus, 2002). Person with integrity is one who is not only honest but also has a strong sense for moral principles and is consistent (Dudzinski, 2004). Integrity is one of character strengths and virtues (Peterson & Seligmana, 2004a). Integrity and social desirability are operationalized by questionnaires. Using qualitative methods to assess social desirability and integrity can help to establish a conceptual framework of both vaguely defines constructs (Barnard, Schurink, & De Beer, 2008). The main aim of this study is to develop a semi-structured interview assessing integrity and social desirability. The interview is based on original Czech test battery focusing on integrity at the workplace – Integrita v Pracovním Prostředí (Příhodová et al., 2017). Specifically, overt integrity test Integrita v Pracovním a Běžném Životě alongside with questionnaire assessing social desirability was used. Semantic and correlation analysis of these two questionnaires helped to create a total of eight questions forming the semi-structured interview. The questions mainly cover lying, cheating and theft. Each question includes a short story from everyday life, and the respondent is asked to judge his or her behaviour in the presented situation and subsequently the behaviour of others as well. Respondents are asked to judge behaviour of others because it´s hypothesised that dishonest behaviour is more likely to occur in respondents who approve of dishonest behaviour of others, in those who have a positive attitude towards dishonest behaviour in general and in those who have behaved dishonestly in the past (Van Iddekinge, Roth, Raymark, & Odle-Dusseau, 2012). Eight respondents (4 women, 4 men, 21 to 61 years old) from department n.2 of National Institute of Mental Health took part in the first research using a newly developed semi-structured interview. Besides the semi-structured interview Integrita v Pracovním a Běžném Životě as overt integrity test and a questionnaire assessing social desirability was used. Short demographic questionnaire was presented as well. Based on their integrity level according to integrity test results the respondents were divided into three groups to low integrity group (N = 3), medium integrity group (N = 3) and high integrity group (N = 2). Data obtained from the interviews were analysed while theoretical background how people with different levels of integrity differ was considered. The results showed that th semi-structured interview can distinguish respondents by their level of integrity. The distinction is possible through respondents’ description of their own behaviour, usage of moral disengagement and their preferences to make either internal or external attributions. Distinguishing different levels of tendencies to socially desirable responding was not possible due to homogeneity of the research group in observed trait.
2
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Moral Disengagement from Bullying: The Effects of Gender and Classroom

88%
Kollerová L., Janošová P., Říčan P.
The New Educational Review
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2014
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vol. 37
280-291
EN
We examined the effects of gender and classroom membership on moral disengagement-cognitive justifications of detrimental conduct. Sixth-graders aged 11 to 13 years (N = 273) participated in the study. Bullying was registered using the Olweus Bully/Victim Questionnaire and moral disengagement was measured on a 14-item scale designed for this study. The study showed that moral disengagement related to bullying and varied as a function of gender, which supports the relevance of considering gender in moral education anti-bullying programs. Next, the study revealed significant differences in moral disengagement between classrooms. This finding points to the need to elucidate associations between moral disengagement and classroom characteristics.
3
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Moral vertigo, moral panic, and moral disengagement – searching for handy notions to examine the migrant crisis in Europe

75%
Zdrenka M.
Studies in Global Ethics and Global Education
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2016
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issue 5
109-119
EN
The article is an introductory attempt to find in the vocabulary of ethics and related disciplines such notions that would be able to become descriptive tools for the migrant crisis in Europe. The adopted perspective to tinker on the notions allows to traverse the narrow frames of theoretical ethics and reach for other resources. The paper contains a preliminary analysis of the notions of moral vertigo, moral panic, and moral disengagement, as well as an overview of potential benefits and problems stemming from using those terms.
4
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Individuálne faktory a faktory morálneho self ako predpoklady porušovania noriem v akademickej sfére

75%
Čopková R., Semanová F., Wencelová J.
E-psychologie (E-psychology)
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2020
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vol. 14
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issue 1
19-38
EN
The research study follows the study focused on the identification of significant predictors of non-ethical behavior in a goal directed behavior (Čopková, Matyiová, & Bartko, 2017). The aim of the current study was the analysis and significance verification of wider connections and relations of probability of behavioral intention´s to violate norm in order to attain academic goal. 154 Slovak university students have participated in the study (80,5 % women; Mage = 21,57; SD = 1,76). Using structural equations, the direct positive effect of personal normative belief, indirect negative effect of conscientiousness, indirect positive effect of Machiavellianism, moral disengagement about cheating and self-licensing in goal attainment on a probability of behavioral intention´s to violate norm in order to attain academic goal formation were identified.
SK
Výskumná štúdia nadväzuje na výskum zaoberajúci sa identifikáciou signifikantných prediktorov neetického správania uskutočneného za účelom dosiahnutia cieľa (Čopková, Matyiová, & Bartko, 2017). Cieľom prezentovanej štúdie bola analýza komplexných vzťahov pravdepodobnosti sformovania zámeru porušiť normu v akademickej oblasti za účelom dosiahnutia cieľa a premenných predstavujúcich jeho potenciálne predpoklady. Analyzované boli dáta od vzorky 154 vysokoškolských študentov vo veku od 18 do 25 rokov (Mvek = 21,57, SD = 1,76), 80,5 % tvorili ženy; 19,5 % muži. Analýzou komplexných vzťahov prostred-níctvom modelovania štrukturálnymi rovnicami bol preukázaný priamy pozitívny efekt personálneho normatívneho presvedčenia, nepriamy negatívny efekt svedomitosti a nepriame pozitívne efekty machiavelizmu, morálnych výpadkov pri akademickom podvádzaní a sebaoprávňovania v dosahovaní cieľa na pravdepodobnosť sformovania zámeru porušiť normu za účelom dosiahnutia cieľa.
5
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Moralność i bullying. Edukacja charakteru podstawowym elementem w rozwiązaniu problemu dręczenia rówieśniczego w szkole?

63%
Tłuściak-Deliowska A.
Studia z Teorii Wychowania
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2016
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issue 1 (14)
169-193
PL
Rozważania podjęte w tekście mieszczą się w podejściu społeczno-normatywnym do agresji interpersonalnej. Szczególnie skoncentrowano się na moralnej stronie uwarunkowania dręczenia szkolnego, które konceptualizowane jest jako specyficzny rodzaj powtarzanej przemocy rówieśniczej. Ponadto, dla tego zjawiska charakterystyczny jest grupowy charakter, co wyraża się w tym, że zachowania agresywne nie dzieją się w ukryciu, lecz sprawca przemocy ma zazwyczaj aktywne lub bierne wsparcie uczniów - „świadków”, których obecność i zachowanie jest istotne dla podtrzymania lub/i ograniczenia tego procesu w szkole. Dlatego też moralność - moralne standardy, wartości, emocje i oceny - jest ważnym zagadnieniem w kontekście wyjaśniania dręczenia szkolnego. Ponadto, zrozumienie natury moralnych neutralizacji zachowań stosowanych przez sprawców dręczenia szkolnego, jak i świadków tych sytuacji, którzy wspierają raczej sprawcę niż ofiarę, jest istotną kwestią z punktu widzenia planowanych oddziaływań wychowawczych. Treści w artykule zostały przedstawione na podstawie przeglądu literatury przedmiotu, studiów empirycznych oraz własnych doświadczeń badawczych autorki w rozpatrywanym obszarze. Zasygnalizowane kwestie stanowią przyczynek do dyskusji w kwestii skutecznego zapobiegania i ograniczania dręczenia rówieśniczego w szkole.
EN
The considerations in the text are situated in the socio-normative approach to aggression. In particular, focused on the moral side of determinants of school bullying, which is conceptualized as a specific kind of repeated peer violence. Moreover, a group character of this phenomenon is typical, which is reflected in the fact that aggressive behavior does not happen in secret, but the bully has usually active or passive support from bystanders, whose presence and behavior is essential to maintain and / or and limitations of this process in school. That's why morality - moral standards, values, emotions and evaluation - is an important issue in the context of explaining the torment of the school. In addition, understanding the nature of moral neutralization of behavior used by the perpetrators of school bullying and witnesses of these situations, who support the perpetrator rather than the victim, it is an important issue from the point of view of the planned educational influence. Content in the article are presented based on the review of literature, empirical studies and own authors’ research experiences in the study area. Signaled issues constitute a contribution to the discussion on the effective prevention and reduction of peer bullying at school.
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