Abstract
This study investigated the direct and indirect effects of learning styles, ethics education, and ethical climate on student’s ethical behavior. The samples were obtained through a proportionate random sampling technique so that 273 students had taken the courses of conservation education, professional ethics for teachers, and business ethics. The data were collected using questionnaires and analyzed using path analysis. The research findings showed that learning styles and ethical education could directly influence ethical behavior. At the same time, the ethical climate did not have a direct influence on ethical behavior. The ethical climate could not mediate the effect of learning styles and ethics education on ethical behavior. It means that learning styles and ethical education contribute significantly to the formation of good behavior and student’s characters. It is supporting a learning styles approach suggests that it offers benefit to students.
Highlights
To nurture students into an individual who can cope with challenges in their adult life, the university has to identify and develop a way for students to reach their maximum potential
This study investigated determining the direct and indirect effects of learning styles, ethics education, and ethical climate on student's ethical behavior
The prior research shows that learning style that matched with the experience of students who took the ethics education class will positively impact student conducting ethical behavior [19]
Summary
To nurture students into an individual who can cope with challenges in their adult life, the university has to identify and develop a way for students to reach their maximum potential. The prior research shows that learning style that matched with the experience of students who took the ethics education class will positively impact student conducting ethical behavior [19]. Based on the explanation above, the research hypothesis is as; H2: There is an indirect effect of learning styles on students' ethical behavior through ethical climate. Based on the explanation above, the research hypothesis is as; H4: There is an indirect effect of ethics education on student's ethical behavior through ethical climate. Based on the results of the simultaneous equation structure analysis on the combined loadings and cross loadings table, it is known that each indicator in the learning style, ethics education, ethical climate, and ethical behavior variables has a bigger loading factor equal to 0.05 and each is significant (p
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