The Ethics of Psychology Professors' Behaviors: Perceptions From Both Sides of the Podium.
In: Teaching of Psychology, Jg. 51 (2024-04-01), Heft 2, S. 207-219
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Zugriff:
Background: Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors' behaviors seem. Objective: This study assessed whether academic role and institutional context related to ratings of professorial behaviors' ethicality. Method: A national sample (N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. Results: G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). Conclusion: The data highlight the need for professors' transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists' behaviors. Teaching Implications: The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates). [ABSTRACT FROM AUTHOR]
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Titel: |
The Ethics of Psychology Professors' Behaviors: Perceptions From Both Sides of the Podium.
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Autor/in / Beteiligte Person: | Multhaup, Kristi S. ; Smith, Dustin ; Hunter, Adam ; Boyd, Maurya M. ; Tonidandel, Scott |
Zeitschrift: | Teaching of Psychology, Jg. 51 (2024-04-01), Heft 2, S. 207-219 |
Veröffentlichung: | 2024 |
Medientyp: | academicJournal |
ISSN: | 0098-6283 (print) |
DOI: | 10.1177/00986283221095045 |
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