Not teaching ethical guidelines predicted better combined learning outcomes, while guideline coverage supported only knowledge¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q1–q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the pooled meta-regression, courses that did not teach ethical guidelines showed a significant positive effect (coefficient 0.35, p < .05) relative to superficial coverage. → Johannes Katsarov 2021 q3 i? The authors propose that attitudinal and behavioral learning may be hampered by reactance when learners are expected to adopt evaluations they have not concluded autonomously. → Johannes Katsarov 2021 (2)

Evidence¶

Johannes Katsarov 2021¶

Johannes Katsarov, Roberto Andorno, André Krom, Mariëtte van den Hoven. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review (2022) 34:935–955. https://doi.org/10.1007/s10648-021-09630-9

q3 · i? · quant-synthesis · r3

Pooled meta-regression of all 75 effect sizes (F = 8.62, p = 0.000); Table 4 reports a coefficient of 0.35* [0.09, 0.61] for not teaching ethical guidelines versus superficial coverage. The coefficient is a regression coefficient, not a standardized effect size.

"Significant positive effects were found for a practical engagement with conc rete cases, for courses that did not teach ethical guidelines, and for courses of more than 5 h (in comparison to shorter courses)."

Johannes Katsarov 2021 (2)¶

Johannes Katsarov, Roberto Andorno, André Krom, Mariëtte van den Hoven. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review (2022) 34:935–955. https://doi.org/10.1007/s10648-021-09630-9

q1 · i? · quant-synthesis · r?

Authors' interpretive explanation offered in the Discussion for why guideline coverage did not benefit higher-order outcomes; it is a theoretical interpretation attributed to reactance theory, not a tested result in this article.

"An explanation for this paradoxical finding could be that attitudinal and behavioral learning is hampered through reactance when people are expected to adopt evaluations that they have not concluded autonomously (Worchel and Brehm, 1971)."

Discussion¶

Related Claims¶

• Knowledge acquisition in RCR training benefits from individualized learning and application of ethical guidelines, and is hindered by mandatory status and purely theoretical emphasis — reports the opposite
• A practical, experiential course emphasis is the best predictor of effective research integrity training across learning outcomes — related
• High-school students and researchers tended to learn more from RCR training than higher-education students and non-research professionals — related
• RCR courses produce a pooled mean effect of g = 0.52, with knowledge (0.64) and behavior (0.69) outcomes showing larger average effects than judgment (0.41) — related