Alle Publikationen
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2018
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(2018) : Into the wild: Big data analytics in moral psychology. In: Gray, Kurt James; Graham, Jesse (Hg.): Atlas of moral psychology: What do we evaluate when we evaluate moral character? - Helzer, Erik G.; Critcher, Clayton R.: New York, NY: The Guilford Press, S. 525-536, zuletzt geprüft am 25.04.2018
Abstract: How can we investigate moral values in the real world? We propose that naturally generated linguistic data, such as social media content, can be used to study morality outside of the laboratory. Moral values are culturally variable entities that emerge from dynamic, hierarchical interactions between individual- and group level phenomena. Human-generated unstructured data from sources such as social media offer an unprecedented opportunity to observe these phenomena in a natural habitat, which is an essential vantage point for understanding moral values and their role in moral judgment and behavior. We believe it is vital that researchers supplement traditional methodologies with alternative approaches that have greater ecological and external validity and that are better able to capture the full social–functional range of morality. In this chapter, we argue that a range of computationally intensive methods, drawn predominantly from computer science and computational linguistics , can help researchers do just this. By mining psychologically relevant information from large-scale, human-generated, online data such as blog posts, news articles, tweets, Facebook status updates, and social network structures—collectively referred to as 'big data'—researchers can use these methods to investigate morally relevant phenomena in the real world. These methods enable researchers to investigate large-scale, diachronic moral phenomena such as the diffusion of moral values through populations and the moralization of specific topics. They also offer researchers new opportunities to investigate the relationship between moral values and moral behavior, which is both notoriously difficult to study in the laboratory and deeply important for understanding how morality functions. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von: 2
Keywords: Data Mining, Medien, Interaktionsforschung, Moral, Judgment, Morality, social media, VALUES 2017
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(2017): Neutralitat und Allparteilichkeit oder. Was hat denn das mit Haltung zu tun? Ein uberaus personlicher Blick. In: Zeitschrift fur systemische Therapie und Beratung 35 (2), S. 72-74
Abstract: Aus personlicher Perspektive wird ein Blick auf die systemische Haltung zwischen Werten und Allparteilichkeit geworfen. Basierend auf Erfahrungen aus der Praxis beraterisch-therapeutischer Arbeit wird die zentrale Bedeutung einer Unterscheidung zwischen Respekt gegenuber dem Anderen und der Akzeptanz seiner Handlungen oder Einstellungen verdeutlicht. Daruber hinaus wird auf die Auseinandersetzung mit den Grunden des Gegenubers fur Verhalten, die damit verbundene Offenheit fur den Dialog und die Subjektivitat der eigenen Uberzeugungen und Werte eingegangen.
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(2017): Value-Based Standards Guide Sexism Inferences for Self and Others. In: Journal of Experimental Social Psychology 72, S. 101-117. DOI: 10.1016/j.jesp.2017.04.006
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29230069 Abstract: People often disagree about what constitutes sexism, and these disagreements can be both socially and legally consequential. It is unclear, however, why or how people come to different conclusions about whether something or someone is sexist. Previous research on judgments about sexism has focused on the perceiver's gender and attitudes, but neither of these variables identifies comparative standards that people use to determine whether any given behavior (or person) is sexist. Extending Devine and colleagues' values framework (Devine, Monteith, Zuwerink, & Elliot, 1991; Plant & Devine, 1998), we argue that, when evaluating others' behavior, perceivers rely on the morally-prescriptive values that guide their own behavior toward women. In a series of 3 studies we demonstrate that (1) people's personal standards for sexism in their own and others' behavior are each related to their values regarding sexism, (2) these values predict how much behavioral evidence people need to infer sexism, and (3) people with stringent, but not lenient, value-based standards get angry and try to regulate a sexist perpetrator's behavior to reduce sexism. Furthermore, these personal values are related to all outcomes in the present work above and beyond other person characteristics previously used to predict sexism inferences. We discuss the implications of differing value-based standards for explaining and reconciling disputes over what constitutes sexist behavior.
Keywords: FRAMEWORK, Geschlechterforschung, Inferences, science direct, Sexism, Sozialpsychologie, standards, VALUES 2016
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(2016): An Action Learning Perspective on Effective Implementation of Academic Honor Codes. In: Group & Organization Management 29 (2), S. 201-218. DOI: 10.1177/1059601103261472
DOI: https://doi.org/10.1177/1059601103261472 Abstract: Facing mounting evidence of academic dishonesty on America's college campuses, many schools in the 1990s implemented academic honor codes to stem the tide. Previous research concerning academic honor codes and other ethics codes highlight the importance of enacting a more ethical organizational culture as well as involving many organizational members in the process. Through the illustrative case of a major public university that struggled to meet this normative goal as it implemented an academic honor code, this article introduces an action learning perspective on how the design and implementation of ethics codes can help effect change in the ethical culture by instilling and reinforcing the values of honesty and integrity. It is argued that codes must be designed with full acknowledgement of the traditions and culture present in the student body, with the involvement of virtually all organization members, to elicit a full understanding of the ethical culture system. (Psy cINFO Da tabase Record (c) 2016 APA, all rights reserved) zitiert von 43
2015
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(2015): Wie kommt die Moral in den Kopf?. Von der Werteerziehung zur Persönlichkeitsförderung. Berlin: Springer Spektrum
Abstract: Ausgehend von einer skeptischen Haltung hinsichtlich der Bedeutung von Werten als steuernden Faktoren menschlichen Handelns werden andere, meist unbewusste Motive menschlichen Tuns und Lassens in den Blick genommen. Basierend auf Erkenntnissen aus Gehirnforschung, Psychologie und Soziologie werden Antworten auf folgende Fragen gegeben: Haben schon Tiere Vorformen von Moral? Was passiert im Gehirn, wenn Menschen moralische Entscheidungen treffen? Welche Rolle spielen die Gene und frühkindliche Erfahrungen? Wie werden Kinder zu moralischen Persönlichkeiten? Was tragen Eltern, Kindertagesstätten und Schulen dazu bei? Welche Persönlichkeitsaspekte, Fähigkeiten und Verhaltensneigungen von Kindern begünstigen moralisches Handeln und ein gutes Leben und Zusammenleben? Welche Kompetenzen helfen zur Verwirklichung von Werten wie Gesundheit, Gerechtigkeit, Freiheit oder Solidarität? - Inhalt: (1) Der trügerische Ruf nach Werten: Bestimmen Werte unser Verhalten? (2) Was treibt unser Verhalten wirklich an? (3) Warum lohnt sich der Blick ins Gehirn? (4) Die Persönlichkeit und ihre Werte: Gut für Überraschungen? (5) Wie kultiviert die Gesellschaft Werte und Normen? (6) Kardinaltugenden und Werte: Fälle für das Forschungslabor? (7) Die politischen Werte der Französischen Revolution: Noch aktuell? (8) Und wo bleiben die Werte? (9) Was fördert moralisches Verhalten? (10) Werte und Moral über die Kellertreppe? zitiert von: 3
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(2015): Dynamic Interactions of Agency in Leadership (DIAL). An Integrative Framework for Analysing Agency in Sustainability Leadership. In: Journal of Business Ethics 126 (4), S. 649-662. DOI: 10.1007/s10551-013-1977-7
Abstract: This article investigates agency as a way of being and acting in sustainability leadership. Our primary aim is to enhance understanding of agentic strategies that facilitate transcending systemic complexities in sustainability leadership. We make a distinction in our analytical approach by drawing from Emirbayer and Mische's (Am J Sociol 103:41, 1998) conceptualisation of agency as 'an interactive process of reflexive transformation and relational pragmatics, a temporally embedded process of social engagement, informed by the past, oriented towards the future and enacted in the present' (p. 963). We add ontological sources of agency to these dynamics which interact with habit, imagination, judgement and learning in the transformation of social systems. This approach underpins our model 'Dynamic Interactions of Agency in Leadership' (DIAL), an integrative framework for analysing agency in sustainability leadership. We examine the efficacy of our framework in higher education initiatives in which sustainability aspirations, aims and actions are envisioned, articulated and mobilised. We conclude by offering further avenues of research in sustainability leadership designed to advance this burgeoning field and contribute to bridging the gap between sustainability challenges and our abilities to solve them.
2014
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(2014): Making Sense of Culture. In: Annual Review of Sociology 40 (1), S. 1-30. DOI: 10.1146/annurev-soc-071913-043123
2011
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(2011): Wer A sagt, muss auch B sagen. In: Soziale Welt 62 (4), S. 333-349. DOI: 10.5771/0038-6073-2011-4-333
DOI: http://www.soziale-welt.nomos.de/fileadmin/soziale-welt/doc/Aufsatz Abstract: Es wird der Frage nachgegangen, ob sich Menschen moralisch verhalten, weil sie sich moralisch verhalten wollen oder weil sie dazu gezwungen werden. Diese Frage ist nicht zu beantworten, da die wahren Motive von Menschen wissenschaftlicher Analyse nicht zugänglich sind. Deswegen wird vor dem Hintergrund heuristischer Fallstudien der Mechanismus "argumentativen Zwangs", welcher dieses Problem umgeht, herausgearbeitet. Demnach rechtfertigen Akteure im Unternehmensmanagement ihr Handeln mit gesellschaftlich akzeptierten Werten und Interessen, anfangs möglicherweise nur pro forma, um gesellschaftlichen Ansprüchen entgegenzukommen. Doch diese Legitimationen entwickeln eine Eigendynamik. Denn anfangs möglicherweise nur taktisch gemachte Versprechungen, die das eigene Handeln gegen gesellschaftliche Kritik immunisieren sollen, können genutzt werden, um Akteure später darauf festzunageln, insofern diese ihren vorherigen Versprechungen öffentlich nicht mehr widersprechen können. Eine erste Fallstudie illustriert diese Beeinflussung durch moralische Argumente. Eine zweite Fallstudie zeigt, dass es Kosten verursacht, sich nicht mit moralischen Argumenten zu rechtfertigen, da somit indirekter argumentativer Zwang entsteht. Der hier entwickelte Mechanismus argumentativen Zwangs zeigt, wie Gewerkschaften und Betriebsräte Unternehmen beeinflussen können, über die sie formell kaum Macht haben. (Autorenreferat)
2010
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(2010): Incorporating the cultural value of respeto into a framework of Latino parenting. In: Cultural Diversity and Ethnic Minority Psychology 16 (1), S. 77-86
Abstract: Latino families face multiple stressors associated with adjusting to United States mainstream culture that, along with poverty and residence in inner-city communities, may further predispose their children to risk for negative developmental outcomes. Evidence-based mental health treatments may require culturally informed modifications to best address the unique needs of the Latino population, yet few empirical studies have assessed these cultural elements. The current study examined cultural values of 48 Dominican and Mexican mothers of preschoolers through focus groups in which they described their core values as related to their parenting role. Results showed that respeto, family and religion were the most important values that mothers sought to transmit to their children. Respeto is manifested in several domains, including obedience to authority, deference, decorum, and public behavior. The authors describe the socialization messages that Latina mothers use to teach their children respeto and present a culturally derived framework of how these messages may relate to child development. The authors discuss how findings may inform the cultural adaptation of evidence-based mental health treatments such as parent training programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Acculturation, Adult, Child, Child development, Childhood Development, Cultural Characteristics, cultural values, decorum, Dominican Republic, Einzelstudie / spezifisch, Ethnic Values, Female, Gesundheit, Hispanic Americans, Humans, Intergenerational Relations, Kulturforschung/ kulturelle Unterschiede, Latinas, Latino parenting, Latinos, Mexican Americans, MODELS, Parent Child Relations, Parenting, Preschool, preschoolers, Psychological, respect, respeto, Social Values, Socialization, United States, VALUES 2009
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(2009): Was ist Moral?. In: Zeitschrift fur Individualpsychologie 34 (2), S. 145-157
Abstract: Mit Moral wird die Gesamtheit der Regeln verstanden, mit deren Befolgung zur Realisierung gemeinsamer Werte beigetragen wird. Damit wird die Frage aufgeworfen und diskutiert, ob jeder seine eigenen Werte hat, ein Werteverfall zu beklagen ist und ob es individuell verschiedene moralische Regeln gibt. Es wird argumentiert, dass es fur die Funktion und die Erhaltung sozialen Lebens notwendig ist, dass es objektive und universelle Werte und moralische Normen gibt. Die Theorien, die dies nicht nur in funktionaler, sondern auch in substanzieller Hinsicht zeigen, moralischer Realismus und moralischer Kognitivismus, werden vorgestellt und sie werden anhand sozialphilosophischer Uberlegungen fundiert. Eingegangen wird dabei die Nonkognitivisten A. Ayer, Ch. L. Stevenson und N. Hoerster sowie auf den Kognitivisten H. Putman. zitiert von: 23
1998
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(1998): Things of the spirit: Spiritual, moral social and cultural development.. United Kingdom: Blackwell Publishing. Online verfügbar unter http://dx.doi.org/10.1111/1467-9604.00081, zuletzt geprüft am 25.04.2018
Abstract: Discusses the role of the school in affirming the spiritual, moral, social, and cultural development of students. Every school has the opportunity and obligation to meet these needs of its students and to promote core values in its efforts to minister to the development of the whole person. The article concludes with a list of attributes of a 'good' school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von: 13
1994
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(1994) : The PRSVL model of person–context interaction in the study of human potential. In: Rumsey, Michael G.: Personnel selection and classification: Hillsdale, NJ: Erlbaum, S. 317-332
Abstract: describe the PRSVL [Person-Roles-Situation-Values-Luck] model of person–context interaction in the study of human potentials / this model considers the person from a broad perspective, and also considers the many facets of context in which the person functions / [the model] considers jointly 5 variables [that determine a person's ability to interact successfully with his or her context]: the person, the roles the person can take, the situations in which a person can find himself or herself, the person's values, and the luck that impinges on the person's life (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 15
1971
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(1971): Transgression, self-image, and compliant behavior. In: Journal of personality and social psychology 20 (2), S. 176-179. DOI: 10.1037/h0031686
Abstract: Tested the hypothesis that compliance increases following transgression, primarily because compliance restores self-esteem which was lost as a result of transgression. Self-esteem and transgression were manipulated in a 2 2 factorial design experiment employing 44 male undergraduates. Differences in compliance between transgression and no-transgression ss occurred only when ss received no self-esteem manipulation prior to the compliant request. Results are discussed in terms of consistency between self-image and behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 83
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