When the confounding effect of optimism meets the collider effect of motivation: Prospective teachers' moral motives and moral stances

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dc.authorid0000-0001-8964-2082
dc.contributor.authorEren, Altay
dc.date.accessioned2024-09-25T19:58:58Z
dc.date.available2024-09-25T19:58:58Z
dc.date.issued2024
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü en_US
dc.description.abstractPrevious studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength and the confounding effect of dispositional optimism. Such an investigation could provide deeper insights into teachers' moral stances regarding critical incidents that give rise to ethical concerns within educational environments, particularly during the initial stages of their teaching careers (i.e., teacher education). Therefore, in the current study, prospective teachers' moral motives were examined as predictors of their perceptions regarding unethical teacher behaviors, considering the collider effect of motivation strength and the confounding effect of dispositional optimism. 701 prospective teachers participated in the study. Comprehensive analyses, including preliminary exploratory structural equation modeling (ESEM) and a main analysis (i.e., set-ESEM), were implemented to investigate the relationships between the research variables thoroughly. The results revealed that the moral motives of 'self-restraint' and 'not harming' had a significant negative effect on the moral stances of prospective teachers regarding the adoption of unethical teacher behaviors. In contrast, the 'social order' moral motive had a significant positive effect on their moral stances toward adopting unethical teacher behaviors. In particular, these effects were not due to the collider effect of motivation strength or the confounding effect of dispositional optimism. Theoretical and practical implications were also discussed in the study.en_US
dc.identifier.doi10.1080/00223980.2024.2331548
dc.identifier.endpage587en_US
dc.identifier.issn0022-3980
dc.identifier.issn1940-1019
dc.identifier.issue7en_US
dc.identifier.pmid38546740en_US
dc.identifier.scopus2-s2.0-85189629351en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage554en_US
dc.identifier.urihttps://doi.org/10.1080/00223980.2024.2331548
dc.identifier.urihttps://hdl.handle.net/20.500.12491/13824
dc.identifier.volume158en_US
dc.identifier.wosWOS:001194299300001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.institutionauthorEren, Altay
dc.institutionauthorid0000-0001-8964-2082
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectMoral Motivesen_US
dc.subjectMoral Stancesen_US
dc.subjectMotivationen_US
dc.subjectOptimismen_US
dc.subjectTeacher Educationen_US
dc.subjectComprehensive Analyses
dc.titleWhen the confounding effect of optimism meets the collider effect of motivation: Prospective teachers' moral motives and moral stancesen_US
dc.typeArticleen_US

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