Correlations between school-study rankings · 22 music pupils at a preparatory school.
| Classics | French | English | Mathematics | |
|---|---|---|---|---|
| Classics | — | 0.83 | 0.78 | 0.70 |
| French | — | 0.67 | 0.67 | |
| English | — | 0.64 | ||
| Mathematics | — |
One common factor? Shared variation implies vanishing tetrads in the population (here 0.78 × 0.67 − 0.70 × 0.67 = 0.054 in the sample).
Spearman (1904), “General Intelligence,” Objectively Determined and Measured, p. 275. Selected off-diagonal entries; original text and table.
Explaining ethical intentions: how people justify misconduct, and how ethics training relates to their choices.
270 accounting professionals first answered
A supervisor travels frequently for work, disrupting family life. She buys gifts for her children and claims the $50 from her employer as a business expense; she has heard that others do this too.
Black, Burton and Cieslewicz (2022), Improving Ethics: Extending the Theory of Planned Behavior to Include Moral Disengagement, pp. 945–946, 959–960. Scenario paraphrased from Appendix 1, p. 974.
First item for each construct · Seven-point scales; published endpoints shown.
| Item · Construct | Questionnaire wording | Response endpoints |
|---|---|---|
| D1 · Moral disengagement | It is okay to spread rumors to defend those you care about | Strongly disagree–Strongly agree |
| A1 · Attitude | In your opinion, was the behaviour | Good–Bad |
| N1 · Subjective norms | Most accounting professionals who are important to me think I (…) perform the behaviour described in the scenario | Should–Should not |
| E1 · Self-efficacy | For me to perform the behaviour described in the scenario is | Easy–Difficult |
| C1 · Locus of control | How much control do you have over the behaviour described in the scenario | Complete control–Absolute, No Control |
| I1 · Intention | If I had the opportunity, I would perform the behaviour described in the scenario | Likely–Unlikely |
Black, Burton and Cieslewicz (2022), Improving Ethics…, Table 4, p. 975; scale description, p. 960.
Dashed: latent constructs · Solid: questionnaire indicators · Blue: directed paths · * p < 0.10, ** p < 0.05, *** p < 0.001.
Black, Burton and Cieslewicz (2022), Improving Ethics…, Figure 6, p. 965; Table 2, p. 962; indicators from Table 4, p. 975. PLS path modelling.