Can induced reflection affect moral decision-making?

Spears, Daniel; Okan, Yasmina; Hinojosa-Aguayo, Irene; Perales, José C.; Ruz, Marı́a; González, Félix María Pedreira

doi:10.1080/09515089.2020.1861234

Cited by 9 publications

(4 citation statements)

References 42 publications

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“…Furthermore, via evaluation procedures, RT can assist individuals in integrating their thinking skills (Maksimović & Osmanovic, 2019). For pupils to solve issues as effectively as possible, RT is crucial (Spears et al, 2021). As a result, it influences how students make decisions about all aspects of learning accomplishment, including cognitive, emotional, and psychomotor tasks.…”

Section: Discussionmentioning

confidence: 99%

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

Hammad Al-Rashidi,

Aberash

2024

Asian. J. Second. Foreign. Lang. Educ.

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Based on the related literature, both self-evaluation (SE) and reflective thinking (RT) play an important role in English language learning among EFL learners. Therefore, in this study, the effects of SE and RT on growth mindfulness, resilience, and academic well-being of Saudi Arabian EFL students were compared. Ninety-six intermediate EFL students were selected based on the convenience sampling method in order to accomplish this goal, and they were divided into three groups: two experimental groups (EGs) and one control group (CG). Three questionnaires were then distributed to assess the participants’ academic well-being, progress in mindfulness, and resilience prior to the instruction. After that, the CG was instructed conventionally, while one EG was treated using RT and the other EG was treated utilizing SE activities. The aforementioned surveys were re-administered as study post-tests following a 21-session treatment, and the results were analyzed using One-way ANOVA and Tukey testing. The study’s findings showed that the two EGs conducted better than the CG on three post-tests. Additionally, the outcomes supported the equivalent benefits of RT and SE for the development of Saudi Arabian EFL students’ academic wellbeing, resilience, and mindfulness. The implications were eventually prepared for scholars, English instructors, students, and other stakeholders.

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Section: Discussionmentioning

confidence: 99%

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

Hammad Al-Rashidi,

Aberash

2024

Asian. J. Second. Foreign. Lang. Educ.

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“…Students' reflective thinking processes affect learning achievement by responding quickly to a problem and linking what is known and asked in the problem with their previous knowledge to reflect on and determine the right strategy to solve the problem with reasoning (Tsingos-Lucas et al, 2016;Aldahmash, Alshalhoub, and Naji, 2021). Students' reflective thinking processes can be seen from the confusion and doubt in solving a problem and obstacles that make students quickly investigate it with their knowledge (Turan, Fidan and Yildiran, 2019;Spears et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, reflective thinking can help them integrate their thinking skills by conducting assessments (Maksimović and Osmanovic, 2019). Reflective thinking is important for students to solve problems optimally (Spears et al, 2021). Therefore, it affects the way students decide on everything including cognitive, affective, and psychomotor activities in the components of learning achievement.…”

Section: Discussionmentioning

confidence: 99%

Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

Chamdani

Yusuf²,

Salimi

et al. 2022

ERIES Journal

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Reflective thinking is a must-have skill to connect the knowledge obtained with previous knowledge and can be seen from learning achievement. This study aims to prove and determine the relationship between reflective thinking and learning achievement and its effect size. This study used a quantitative meta-analysis method. Reflective thinking is the independent variable and learning achievement is the dependent variable. The data sources were obtained from online database searches on Google Scholar and international journal platforms from 2012 to 2021. Based on the search, 22 research publications met the predetermined criteria through a strict screening. Quantitative meta-analysis with correlation meta-analysis type was used to analyze the data. The software used was JASP 0.8 4.0. The results showed that this research Ho is rejected. It can be concluded that there was a significant relationship between reflective thinking and student achievement (z = 8.139; p < 0.001; 95%CI [0.400; 0.654]). The effect of reflective thinking on student achievement was in the medium category (rRE = 0.527). The findings are consistent with those of previous research on reflective thinking skills and learning achievement.

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“…Some researchers have attempted to get people thinking reflectively by placing a reflection test immediately before (vs. after) philosophical stimuli (Pinillos et al 2011). This reflection test order effect or prime seemed to increase acceptance of sacrificial harm on certain moral dilemmas (Paxton, Ungar, and Greene 2011), but this reflection test priming effect is not always detected (Attie and Knobe 2017;Paxton, Bruni, and Greene 2014;Pereira 2024), and later research suggested that the original effect may have had more to do with the reflection test's mathematical content than reflection per se (Byrd and Conway 2019;Spears et al 2020). In the intervening years, researchers found more unexpected effects of reflection on philosophical judgments (Byrd 2021).…”

Section: Reflection and Philosophymentioning

confidence: 97%

Reflection-Philosophy Order Effects and Correlations: Aggregating and comparing results from mTurk, CloudResearch, Prolific, and undergraduate samples

Byrd¹

2023

Preprint

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How does reflective thinking impact decisions about ethics, mind, politics, or other philosophical domains? Reflective reasoning often correlates with better decision-making performance and certain philosophical preferences (e.g., utilitarian moral decisions). However, experiments suggest that reflection is not always the cause of these outcomes. Further, some evidence casts doubt on the trustworthiness of data from certain online crowd work platforms such as Amazon Mechanical Turk (mTurk). This paper reports results of a pre-registered experiment on participants from multiple sources (mTurk, CloudResearch, Prolific, and a university). The experiment investigated how reflective thinking relates to judgments about philosophical thought experiments (concerning knowledge, morality, personal identity, and more). First- and third-party data quality measures found up to 18 times as much low-quality data from mTurk as other sources. Analyzing across participant sources, some prior correlations between reflection and certain philosophical tendencies replicated (e.g., denying that accidentally true beliefs count as knowledge). However, a common reflection test prime failed to find evidence that reflection caused the corresponding philosophical preferences. Rather, a philosophical priming effect emerged: thinking through philosophical vignettes before taking a reflection test improved test performance—but only among those that passed the data quality checks. Together, these data suggest that the direction of causation between reflective and philosophical thinking may be the opposite of what dual process theories have suggested, and that researchers’ ability to detect such relationships can depend on participant source and data quality.

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Can induced reflection affect moral decision-making?

Abstract: This is a repository copy of Can induced reflection affect moral decision making?.

Cited by 9 publications

References 42 publications

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

Reflection-Philosophy Order Effects and Correlations: Aggregating and comparing results from mTurk, CloudResearch, Prolific, and undergraduate samples

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