Individual and situational influences on the propensity for unethical behavior in responses to organizational scenarios

Abstract

This article reports two studies evaluating the impact of moral intensity, work experience, and gender on the propensity (attitude, behavioral intention, and subjective norm) for unethical behavior of Venezuelan students and employees responding to different organizational scenarios, and controlling the effects of moral disengagement and empathy. One study singled out moral disengagement as a covariate, and the other did the same with empathy. In both studies, moral intensity, work experience, and gender acted as independent variables. Each study consisted of around 400 participants (totaling 801 participants in both studies): one-half were students without work experience and the other half were employees. For manipulating moral intensity, we used six scenarios describing ethically questionable situations. After reading each of the scenarios, participants answered the Multidimensional Ethics Scale to measure propensity for unethical behavior. After completing this phase, participants responded to the moral disengagement scale in Study 1 and the empathy scale in Study 2. This research did not find concluding, significant effects of moral intensity on the measures of the propensity for unethical behavior. Employees expressed higher intentions of acting unethically than students, though the effect was small (ε2 Study 1 = .016. ε2 Study 2 = .026). Gender had no significant effect on attitude and subjective norm; but, in behavioral intention, men's scores were significantly higher than women's in Study 1, but not in Study 2. Moral disengagement had a stronger effect than empathy on the propensity for unethical behavior (ε2 moral disengagement: attitude = .225, behavioral intention = .179, subjective norm = .159. ε2 empathy: attitude = .016, behavioral intention = .011, subjective norm = .010). The authors highlight the relevance of contrasting findings from less-developed countries with those from developed countries, commonly found in the literature, and suggest avenues for further research.

Moral Disengagement as a Self-Regulatory Cognitive Process of Transgressions: Psychometric Evidence of the Bandura Scale in Chilean Adolescents

“…In the Latin American context, the links between MD and bullying [55], empathy and compassion [56], and the collective efficacy of schools in preventing bullying [57] have been studied in Mexico. In Venezuela, studies have been carried out on MD in ethical training within business education [58] and unethical behaviors in students and workers [59]. In Colombia, the link between MD and several variables, such as empathy and prosocial behavior in young lawbreakers [60], aggression and bullying in children and young people at risk [61], and in a simulated situation of coercion between peers to cheat academically [62,63] have been explored.…”

Efficiency or equality? The utilitarianism–egalitarianism trade‐off determines carbon allocation preference

“…Thus, viewing the discrepancies among nations in carbon allocation preference solely from the perspective of competing interests provides insufficient understanding. While conflicts over moral values do not necessarily involve intergroup conflicts of interest (Santalla‐Banderali & Malavé, 2022), they might undermine intergroup interactions by impeding intergroup contact, hindering cooperation during intergroup negotiations and exacerbating intergroup prejudice and discrimination (e.g., Böhm et al., 2018; Cassese, 2021; Harinck & Ellemers, 2014; Pacilli et al., 2016). Therefore, policymakers should work together to reconcile competing moral values, particularly utilitarianism and egalitarianism in carbon allocation, to promote international cooperation in addressing climate change.…”

The Business Paradox: Exploring the interaction between the Business Clock and the Sustainable Development Goals through an ethical, sustainable and well-being prism

“…(82) Por lo tanto, es necesario promover una educación responsable, con visión y conciencia, especialmente cuando los directores estén dispuestos a analizar las posibilidades en favor de una mayor sostenibilidad que genere desarrollo. (83,84) Además, existe una relación importante que debe ser analizada entre las conductas adoptadas y su reacción y relación ética o no ética ante diversas circunstancias de vida, trabajo y el entorno empresarial u organizacional, lo cual refleja la conducta y educación asumida. (85) Por lo tanto, asumir el verdadero papel de la educación requiere una cultura ética y moral capaz de mantener una conciencia equilibrada e íntegra.…”