Turkish teachers' values with rational and non-rational truth and teacher emotions in teaching.

The aim of this study was to clarify the relationships between personal values, truth-related values and emotions among Turkish teachers. The Schwartz's Value Theory and Frenzel's teacher emotion model were used as the theoretical framework. This study used a cross-sectional correlational research design.

Comparison of voluntary and forced digital leaps in higher education - Teachers' experiences of the added value of using digital tools in teaching and learning.

The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: 1) during the controlled digital leap before the Covid-19 pandemic (2017-2019) and 2) during the emergency imposition of remote teaching in response to the lockdown aimed at containing the Covid-19 pandemic (2020). Teachers in different academic fields at a large multidisciplinary Finnish university (N1 = 303 and N2 = 265) responded to two open-ended questions as part of a broader questionnaire. The research identified four kinds of benefits related to digital teaching: (1) practical and administrative and (2) independence of time and place, implying practical and technical benefits; as well as (3) enhancing learning and (4) developing teaching, which are primarily pedagogical benefits, related to teaching and learning.

Explorations in Reported Moral Behaviors, Values, and Moral Emotions in Four Countries.

University students ( = 758) from Bulgaria, Estonia, Finland, and Portugal were given a list of morally relevant behaviors (MRB), the Schwartz Value Survey (PVQ40) and Tangney's TOSCA, measuring empathic guilt, guilt over norm-breaking, and shame. A factor analysis of MRB yielded 4 dimensions: prosocial behaviors, interpersonal transgressions, antisocial behaviors and secret transgressions. Prosocial behaviors were predicted by self-transcendence-self-enhancement (SET) value contrast only while the three transgression categories were associated with both SET and openness to change-conservation (hedonism-conformity) contrast.

Empathy and values as predictors of care development.

This study investigates values and affective empathy as predictors for care-based moral development. Fifty-three students from a university of applied sciences were interviewed with Skoe's Ethic of Care Interview at the beginning of their studies and two years later. Value priorities were measured by Schwartz et al.

Care-based ethical reasoning among first-year nursing and social services students.

Aim: This paper is a report of a study conducted to describe nursing and social services students' ethical reasoning at the start of their studies.

Background: Gilligan argued that there are two modes of moral reasoning - the ethic of justice, focusing on individuals' rights, and the ethic of care, focusing on responsibilities in relationships. Recent research has established the ethic of care as a developmental phenomenon.

Socio-cognitive conflict, emotions and complexity of thought in real-life morality.

A new taxonomy of real-life dilemmas was tested in two studies. In Study 1, 35 respondents assessed six types of real-life dilemmas in terms of socio-cognitive conflict. Support was found for a classification of dilemmas into three levels of socio-cognitive conflict.

Everyday value conflicts and integrative complexity of thought.

This study examined the value pluralism model in everyday value conflicts, and the effect of issue context on complexity of thought. According to the cognitive manager model we hypothesized that respondents would obtain a higher level of integrative complexity on personal issues that on professional and general issues. We also explored the relations of integrative complexity to value priorities, measured by the Schwartz Value Survey, and to emotional empathy.