No abstract

Royzman and Baron (2002) demonstrated that people prefer indirect harm to direct harm: they judge actions that produce harm as a by-product to be more moral than actions that produce harm directly. In two preregistered studies, we successfully replicated Study 2 of Royzman and Baron (2002) with a Hong Kong student sample (N = 46) and an online American Mechanical Turk sample (N = 314). We found consistent evidential support for the preference for indirect harm phenomenon (d = 0.46 [0.26, 0.65] to 0.47 [0.18, 0.75]), weaker than effects reported in the original findings of the target article (d = 0.70 [0.40, 0.99]). We also successfully replicated findings regarding reasons underlying a preference for indirect harm (directness, intent, omission, probability of harm, and appearance of harm). All materials, data, and code are available on: https://osf.io/ewq8g/

El objetivo de este estudio es establecer y presentar la evolución académica que ha habido en el ámbito de estudio de la educación superior. Para ello, esta investigación analiza las revistas más influyentes en este ámbito, así como los autores y las instituciones más productivos. Entre los resultados obtenidos, destaca que, de los 10 artículos más citados en el ámbito de la educación superior, 9 hacen referencia al uso de las redes sociales. Además, tanto Reino Unido como España se encuentran en el top 3 del ranking de países más productivos e influyentes en este ámbito de estudio. Son países que tienen un gran número de publicaciones y, además, un número relativamente elevado de citas.

Two groups of second grade from a senior high school that is part of The Autonomous University of Sinaloa in Mexico (N1 = 47 and N2 = 46) were selected. Each group was divided by gender. The "average score" was measured as an indicator of academic achievement, before and after the intervention. In one of the groups, an intervention called "Socialization of Values Through Strategic Poles" was performed, while in the other group there was not intervention. The six students with highest academic achievement were trained about the importance of practicing life values such as respect, honesty, responsibility, self-discipline, solidarity and tolerance, as important aspects of being a good person and developing their human potential. These values were chosen according to the Association for Living Values Education International (ALIVE); the values were discussed within the classroom where the students ranked them. Groups called "Strategic Poles to Socialize Values" were formed with the expectation that students with higher academic achievement influenced the students with lower achievement, so the latter could improve their academic performance. From the comparative study, the results showed that the group which received the intervention had higher achievement than the group that received no intervention. Women in the group that received intervention performed better than men of the same group. The performance of the research through intervention allowed us to observe its usefulness and to propose it as a viable option to promote values in today's society, both in business and school.

No abstract