How engaged are undergraduate students in ethics and ethical thinking? An analysis of the ethical development of undergraduates by discipline

PurposeAlthough English for academic purposes (EAP) courses are vital components of engineering disciplines in the universities of Iran, studies investigating engineering students' English language needs are infrequent, and even more infrequent are studies comparing how the students of different engineering disciplines vary in their English language needs. Research demonstrates that students of different disciplines have different language needs, which requires competency in different language skills (Soruç et al., 2018). However, in the majority of Iranian universities, students of different engineering disciplines are taught similar subskills, through similar teaching methodologies and textbooks. With the twofold purpose of identification and comparison of the students' language needs and weaknesses, this study focuses on the perceptions of Iranian students of electrical, mechanical and chemical engineering at the undergraduate and postgraduate levels of their present language abilities and target-situation language needs.Design/methodology/approachOnline surveys regarding language needs and self-assessments were completed by 194 undergraduate students and 189 postgraduate students studying at Sharif University.FindingsWhile only educational level was found to have a significant effect on the perceptions of the respondents of their target needs, both educational level and discipline had a significant effect on the perceptions of the students of their present level of language proficiency. Furthermore, almost equal attention to the four language skills were considered necessary by the respondents, who also held that the number of credits devoted to the EAP courses was insufficient. A further finding was that the majority of the undergraduates required that the EAP courses be oriented toward English for specific purposes (ESP), whereas almost half of the postgraduates preferred that the EAP classes be geared toward general English.Originality/valueResearchers have so far analyzed the language needs of students of a number of academic disciplines. This study adds to the existing literature of needs-analysis by comparing the engineering students' present abilities and target language needs. This study is different from the existing publications on language needs-analysis in two ways. First, through a comparative perspective, a profile of engineering students' language needs is obtained, which can serve as a new database for curriculum developers and material designers of engineering programs. Second, investigating whether the students' perceptions of their language needs are affected by their educational levels and disciplines is a topic for which there is little information at present.

The aim of our article is to examine the entrepreneurial characteristics of university students in different disciplines, and to develop implications and recommendations for entrepreneurship education programing according to the observed differences. The main research question is to identify whether students from different selected disciplines exhibit different rates of enterprising potential (i.e. tendency to start up and manage projects), and if so, which are the differentiating attributes. To answer this question we conducted a study using the General Enterprising Tendency v2 Test (GET2 test) and analysed the enterprising potential of 370 university students in four different majors (business administration, applied informatics, psychology and pedagogy). The findings of our analysis suggest that there are significant differences in the general enterprising tendency levels, as well as in levels of three out of five its components (namely need for achievement, calculated risk taking and internal locus of control) between the students in analysed majors. In other words, students in different disciplines exhibit different rates of entrepreneurial predispositions. In our article we present and further discuss these findings, especially from the entrepreneurship education perspective in its broadest sense.

MELANIE KILLEN and JUDITH G. SMETANA (Eds.) Handbook of Moral Development Mahwah, NJ: Lawrence Erlbaum, 2006, 808 pages (ISBN 0-8058-4751-0, US$195.00 Hardcover) Reviewed by MICHAELW. PRATT This is a big book on a big topic. Editors Melanie Killen and Judith Smetana have solicited 26 chapters on the topic of moral development, including many of the key authors and researchers currently working in the field. While the editors themselves share the perspective of theory, the breadth of the current volume is much wider. Indeed it provides a representative overview of work ranging across the entire landscape of moral development research today. The 26 chapters are organized into six sections: structuralism and moral stages, social domain theory, conscience development and internalization, social interactional and comparative approaches, emotions and empathy, and moral education. In general, each chapter reviews recent work on a particular topic within these six areas, provides a theoretical context and overview of the research and typically discusses the author(s)' own research program in detail. Many of the chapters also consider, if only briefly, ideas and prospects for future research as well. The chapters are thus up-to-date, generally well-written, and approachable for advanced students and scholars within the field. This volume is timely in many ways. The field of moral development was dominated for many years by the seminal work of Lawrence Kohlberg, who followed on the early research of Jean Piaget on children's moral thinking, and elaborated a sequence of six stages of moral reasoning development. Over the past 15 years, however, the dominance of this cognitive developmental model has been challenged in a variety of ways, and the field has been moving toward a greater diversity of perspectives on how people understand, feel, and behave regarding matters of right and wrong. In general, moral development over the past two decades since Kohlberg has come to be seen as more complex in nature and as involving many more strands that connect it as a domain to other research in developmental psychology. Much of this vigorous new work and diversity is captured in the contributions to this volume. Researchers have been probing ways in which moral development is connected to the wider field of developmental psychology, and trends in the broader field of development are clearly recognizable here. There are chapters on early moral development in very young children, on the development of emotion and emotion regulation in the moral domain, on the biological bases of morality, and on education and character development, much of which would have been outside the scope of traditional moral reasoning research. As an example, a theme that is particularly strongly represented in this volume (albeit one which was also of great interest to Kohlberg), focuses on the relations of culture and moral development. Here, however, this topic is treated from several different viewpoints: from the social domain perspective (Helwig, Wainryb), the sociocultural perspective (Tappan), the perspective of cultural psychology (Miller), and that of anthropology (Fry). It is simply not possible for me to review the many fine chapters in this volume in any detail here, so I must mention only a few representative chapters that I found especially interesting, and encourage readers to sample the wider volume as a whole themselves. The introductory chapter (Chapter 1) by Elliot Turiel provides an overview of issues within the field from the perspective of social domain theory (which holds that children and adults distinguish the type of reasoning they apply depending on the interactional domain involved - moral, conventional, or personal matters). Turiel ties this model to its Piagetian roots, and discusses important current controversies regarding the role of culture, of emotion, and of intuition versus reflection in moral development. …

The aim of the research was to identify 1- Speech honesty among university students. 2- Significance of statistical differences for academic honesty according to the variable (sex, specialization) 3- Moral development among university students. 4- Significance of statistical differences for moral development according to the variable of gender, specialization) 5-The statistically significant relationship between academic honesty and moral development among university students. To achieve the objectives of the research, the researcher adopted the following: - The researcher built the academic honesty scale according to the definition and theory (Kaplan & Maehr) (2007), as well as adopting and translating the moral development scale (Conway & Love, 2016) 9 Also, adopting and translating the moral development scale ( Conway & Love, 2016). The researcher applied the scale to a sample of (300) students, with (195) males and (105) females for year r2022-2023 and the results were as follows: 1. Undergraduate students have academic honesty. 2- There are no statistically significant differences in moral development according to the variable (sex) and there are significant differences academic specialization 3- University students enjoy moral development. 4-are no statistically significant differences in moral development according to the variable of specialization (sex). 5- There is a correlation between academic honesty and moral development among university students.

This paper deals with the importance of the development of moral thinking, through the interpretation of novels in upper classes of elementary school. A good interpretation starts with student’s experience and assessment of main characters’ acts and their attitudes. Within school classes, it is possible to follow the moral development of students, which is the aim of this paper. In adolescents aged 11 to 14, abstract, logical thinking is developed, as well as inductive-deductive reasoning; therefore, the starting point of this study is based on psychological theories of moral thinking development. By giving concrete methodological examples based on Hoffman’s theory of morality, it is shown how the moral development of students is encouraged and built by interpreting literary works – novels (novels included in the elementary school curriculum). The contribution of this paper is based on the assessment of students’ moral development at certain age.

BackgroundDietary supplements (DS) are products that improve the overall health and well-being of individuals and reduce the risk of disease. Evidence indicates a rising prevalence of the use of these products worldwide especially among the age group 18–23 years.AimThe study investigates the tendencies and attitudes of Bangladeshi undergraduate female students towards dietary supplements (DS).MethodsA three-month (March 2018-May 2018) cross-sectional face-to-face survey was conducted in undergraduate female students in Chittagong, Bangladesh using a pre-validated dietary supplement questionnaire. The study was carried among the four private and three public university students of different disciplines in Chittagong to record their prevalent opinions and attitudes toward using DS. The results were documented and analyzed by SPSS version 22.0.ResultsNinety two percent (N = 925, 92.0%) of the respondents answered the survey questions. The prevalence of DS use was high in undergraduate female students. The respondents cited general health and well-being (n = 102, 11.0%) and physician recommendation (n = 101, 10.9%) as a reason for DS use. Majority of the students (n = 817, 88.3%) used DS cost monthly between USD 0.12 and USD 5.90. Most of the students (n = 749, 81.0%) agreed on the beneficial effect of DS and a significant portion (n = 493, 53.3%) recommended for a regular use of DS. Highly prevalent use of dietary supplements appeared in Chittagonian undergraduate female students. They were tremendously positive in using DS. The results demonstrate an increasing trend of using DS by the undergraduate females for both nutritional improvement and amelioration from diseases.ConclusionDietary supplements prevalence was so much higher in students of private universities as compared to students of public universities. Likewise, maximal prevalence is indicated in pharmacy department compared to other departments. Students preferred brand products, had positive opinions and attitudes towards dietary supplements.

Dietary supplements (DS) are products that improve the overall health and well-being of individuals and reduce the risk of disease. Evidence indicates a rising prevalence of the use of these products worldwide especially among the age group 18-23 years. The study investigates the tendencies and attitudes of Bangladeshi undergraduate female students towards dietary supplements (DS). A three-month (March 2018-May 2018) cross-sectional face-to-face survey was conducted in undergraduate female students in Chittagong, Bangladesh using a pre-validated dietary supplement questionnaire. The study was carried among the four private and three public university students of different disciplines in Chittagong to record their prevalent opinions and attitudes toward using DS. The results were documented and analyzed by SPSS version 22.0. Ninety two percent (N = 925, 92.0%) of the respondents answered the survey questions. The prevalence of DS use was high in undergraduate female students. The respondents cited general health and well-being (n = 102, 11.0%) and physician recommendation (n = 101, 10.9%) as a reason for DS use. Majority of the students (n = 817, 88.3%) used DS cost monthly between USD 0.12 and USD 5.90. Most of the students (n = 749, 81.0%) agreed on the beneficial effect of DS and a significant portion (n = 493, 53.3%) recommended for a regular use of DS. Highly prevalent use of dietary supplements appeared in Chittagonian undergraduate female students. They were tremendously positive in using DS. The results demonstrate an increasing trend of using DS by the undergraduate females for both nutritional improvement and amelioration from diseases. Dietary supplements prevalence was so much higher in students of private universities as compared to students of public universities. Likewise, maximal prevalence is indicated in pharmacy department compared to other departments. Students preferred brand products, had positive opinions and attitudes towards dietary supplements.

Students’ study skills consisting of different dimensions are regarded as specific indicators of their academic performance. It was aimed to examine if there is a significant difference regarding the students’ motivation, time management, preparation for the examination, their score of examination and anxiety management according to their gender, departments and Undergraduate Placement Exam (UPE) scores. The current study was conducted during 2016-2017 academic year with the participation of 117 male and 55 female students of different disciplines at Yildiz Technical University. The information about the ability to study was gathered through a questionnaire developed by Bay, Tugluk and Gencdogan (2005). Data were analysed using One-Way ANOVA, t-test, and Pearson correlation analysis. According to ANOVA results, it was seen that there aresignificant differences between students’ departments and time management. Also, T-test results indicated that there is a significant difference between female and male students in terms of their departments and time management dimension. Yet,the findings showed that there is not a significant correlation between students’ UPE scores and dimensions of study skills. Keywords: Study skills; university students.

Easy and cheap access to the Internet and a wide array of new technologies, such as smartphones, have multiplied opportunities for online informal learning of English (OILE). Yet, despite sizeable research, few studies have examined the issue of OILE in the context of university students of different disciplines. The aim of this research study was to examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign language skills. The study assumed both qualitative and quantitative methodology encompassing three research instruments: an online survey, the self-assessment language competence grid of the Common European Framework of Reference for Languages (CEFRL; Council of Europe, 2001) and a semi-structured interview. Data were collected with 377 students from two universities: University of Białystok, Poland and University of Osijek, Croatia. The research outcomes indicate that both Croatian and Polish students of different disciplines use their smartphones chiefly for receptive activities with infrequent use for language learning purposes and the predominant use of the mother tongue or English for the listed online activities through smartphones do not significantly affect the self-assessed level of their communicative competence in English. However, it can be stated that the choice of the preponderant language for online use through smartphones, especially for study-related issues, is conditioned by the students’ discipline of study.

The authors examined the differences in environmental attitudes and ecological beliefs among 1st-year university students in different disciplines. The authors predicted that students studying disciplines traditionally associated with economic rationalism (i.e., commerce and business studies) and with social and political conservatism (i.e., law) would be less pro-environmental than students in disciplines conventionally considered liberal. The findings suggest that, although most university students hold positive attitudes toward the environment, different disciplines attract students of a particular attitudinal orientation.

The argument is made that psychometric forms of assessment are essential to the large-scale adoption of developmental approaches to moral education. In this respect, the Defining Issues Test has been an invaluable tool for research and practice in moral education. However, because such instruments are based upon previous developmental research, they are by definition derivative and unsuited for basic research on moral development. In addition standardised measures, while essential to educational research on the correlates of moral growth, run the risk of reifying extant views and assumptions about morality and moral development. Thus, such measures may stand in the way of generating new knowledge and/or impeding the assimilation of alternative conceptions of morality and social development within educational research and practice. To avoid these problems, while at the same time benefiting from the utility of measures such as the DIT, requires a constant reciprocal interaction between the generation of standardised measures and basic developmental research.

This paper explores the integration of ideological education and global citizenship into university English curricula, aiming to foster students' moral development, critical thinking, and social responsibility. It highlights the importance of embedding ethical and global issues into language learning to equip students with the skills necessary to navigate complex global challenges. The study proposes a model for curriculum design that emphasizes the inclusion of global citizenship principles alongside language proficiency, offering recommendations for curriculum developers, educators, and policymakers. Case studies from universities that have successfully implemented such approaches are presented, demonstrating the benefits of combining ideological education with English instruction. The paper also addresses challenges faced by educators, such as the discomfort students may feel when discussing sensitive topics, and suggests strategies for overcoming these challenges. Finally, the paper discusses the implications for future research on the impact of ideological education on global citizenship and language acquisition.

Compared the degree of dysfunction in the family of origin of psychology graduate students to that of graduate students in the disciplines of business, education, engineering, and health sciences. Students were accessed through University of Alaska Anchorage graduate departments. Family background was assessed with the Index of Family Relations (IFR; Hudson, 1990a), the Self-Report Family Inventory (SFI; Beavers, Hampson, & Hulgus, 1990), and relevant demographics obtained from a biographical questionnaire. Results indicated significant differences among the student groups; psychology graduate students demonstrated higher degrees of family dysfunction than students in other disciplines. Implications of these findings for psychology graduate training programs are discussed.

Alexithymia among students of different disciplines

The students’ academic behaviours and academic performance differ with their epistemological beliefs. Different social-cultural and educational contexts inculcate differences in students’ epistemological beliefs. However, the impact of the nature of the academic programs on students’ epistemological beliefs is most obvious. The students of different disciplines can have different epistemological beliefs. These different epistemological beliefs differ in their impact on students’ academic performance and academic behaviour. Hence, the current study evaluated the interrelationships of various educational programs and epistemological beliefs and their importance in students’ academic performance. The volunteer university students provided data about their academic programs, epistemological beliefs, and academic performance. Researchers used the Generalized Structured Component Analysis approach to calculate the suitability of specified measurement and structural models. The impact of subjects of the soft field of study such as Behavioural Sciences, English Literature was negative on naive epistemological beliefs in knowledge structure and omniscient authority compared to subjects of the hard field of studies such as Mathematical, Physical Sciences, and Biological Sciences. The Business Sciences from the soft applied field of study had the least noticeable negative impact on naive epistemological beliefs compared to other subjects of pure soft and pure hard field of studies. Only, the belief in quick learning had a significant negative impact on students’ academic performance.