Human empathy towards non-human animals (Animal Empathy; AE) has shown a strong gender bias, with women demonstrating higher levels than men. This study aimed to investigate the influence of animal experiences on AE in a male-only sample. It was hypothesised that there would be different levels of AE between men with experiences caring for pets, men with experience in animal agriculture, and men with limited animal experiences. Ninety-one Australian men (18yrs+) completed an online survey evaluating their level of AE using the Animal Empathy Scale (AES). Additionally, they were asked what in their experience they think has influenced their beliefs about how animals think and feel. As expected, AE levels differed significantly between groups, with those in the pet ownership experience group demonstrating higher AE levels than the other two groups. All three groups displayed high endorsement for direct interactions with animals in adulthood as being most influential in shaping their beliefs about how animals think and feel. However, our quantitative results support the idea that not all experiences are worth the same, with the responsibility and sacrifice involved in pet caring appearing to be most influential to the development of AE. These findings have implications for the importance of human-animal interactions in understanding animal sentience and the development of AE in males.

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

Moral disengagement is a social cognition people use to engage in wrongdoings even when they know it is wrong. However, little is known about the antecedents that predict moral disengagement. The current study focuses on the development of self-control and cooperation during middle childhood as two antecedents of moral disengagement among 1,103 children (50% female; 77% White, 12% Black, 6% Hispanic, and 5% other). Children's self-control at age 8 and growth in self-control from age 8 to 11 were positively linked to adolescents seeing themselves as having self-control at age 15, which then predicted less moral disengagement at age 18. Children's cooperation at age 8 also was positively linked to adolescents’ self-views of cooperation at age 15, which in turn, was associated with less moral disengagement at age 18. These findings demonstrate the potential of self-control and cooperation as intrapersonal and interpersonal strengths during middle childhood for mitigating moral disengagement 10 years later.

The main aims of this study were, first to analyze the partial effects of specific mechanisms of moral disengagement (MMD) on different manifestations of general aggression and dating violence (DV) in adolescents and youths; second, to explore the moderating effects of gender and age on these relations. Moral disengagement, and different forms of aggression and DV, were evaluated in a sample of 424 participants (61.1% women) aged 15 to 25 years (M = 18.80; SD = 2.69). Pearson correlations and different hierarchical multiple linear regression analyses were conducted. All regressions were controlled by social desirability. MMD contributed to physical aggression with a medium effect size (R2 = .22) and verbal aggression with a small effect size (R2 = .10). Conversely, MMD did not appear to clearly contribute to DV. In conclusion, depersonalization and rationalization were the most important MMD for physical aggression, rationalization for verbal aggression, and irresponsibility for verbal-emotional violence in dating relationships. Moreover, the relationships between physical aggression and rationalization mechanism were significantly moderated by gender: there appears to be a stronger relationship between rationalization and physical aggression in boys than in girls. Moderating effects of age on these relations were not found.

At multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.

This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.

Background: The present study explored the reliability, validity, and factor structure of a modified version of the Moral Disengagement Scale (MDS), which comprehensively assesses proneness to disengage from different forms of conduct specific to Australian adolescents. Methods: A sample of 452 students (M age = 12.79; SD = 1.93) completed the modified MDS and the Australian Self-Report Delinquency Scale. A multistep approach was used to evaluate the factor structure of the MDS. The sample was divided into exploratory (n = 221) and cross-validation samples (n = 231). Principal component analysis was conducted with the exploratory sample and multiple factor solutions compared to determine the optimal factor structure of the modified MDS. The final factor solution was confirmed in the cross-validation sample using confirmatory factor analysis. Internal consistency of the final scale and convergent validity with the delinquency questionnaire was also assessed. Results: Analyses resulted in a 22-item MDS for use in Australia, with four factors mapping onto the four conceptual categories of moral disengagement. The individual subscales demonstrated adequate to good internal consistency, and the total scale also demonstrated high internal consistency (α = 0.87). Convergent validity of the scale was established. Conclusions: The 22-item Australian MDS is a reliable and valid instrument for use within an Australian population.

In the post-9/11 era, the label “asymmetric wars” has often been used to question the relevance of certain aspects of international humanitarian law (IHL); to push for redefining the combatant/civilian distinction; and to try to reverse accepted norms such as the bans on torture and assassination. In this piece, we focused on legal and policy discussions in the United States and Israel because they better illustrate the dynamics of State-led “norm entrepreneurship”, or the attempt to propose opposing or modified norms as a revision of IHL. We argue that although these developments are to be taken seriously, they have not weakened the normative power of IHL or made it passé. On the contrary, they have made it more relevant than ever. IHL is not just a complex (and increasingly sophisticated) branch of law detached from reality. Rather, it is the embodiment of widely shared principles of morality and ethics, and stands as a normative “guardian” against processes of moral disengagement that make torture and the acceptance of civilian deaths more palatable.

The purpose of this article is to define ‘social undermining’ and to discuss its causes and effects within an organisational context. Central to social undermining is the effect of moral disengagement, which is the main precursor to the manifestation of social undermining in personal and professional behaviours. Possible causes and motivations for the social undermining of others and behavioural symptoms in its victims are examined. Reasons for why social undermining is important for organisations, employees, and the effect of it on workplace behaviours within organisations are then explored. Employee and organisational reputation are discussed in the context of social undermining as a workplace stressor and as existing on a continuum of supportive and/or derogative workplace behaviours.