The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students

Bibliographic Data

ID15413643
AuthorsIngrid Schutte (0000-0002-4846-0634, Hanze University of Applied Sciences, corresponding author), Marca Wolfensberger (Hanze University of Applied Sciences), Kirsi Tirri (0000-0001-5847-344X, University of Helsinki)
Year2014
Volume29
Issue1-2
Pages39-48
Publication date2014-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueGifted and Talented International (JOURNAL)
Journal identifiersISSN: 1533-2276 • E-ISSN: 2470-9565
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2014.11678428
OpenAlexW2563527074
LanguageEN
Citations received7
References cited6

This study examined the ethical sensitivity of high-ability undergraduate students (n=731) in the Netherlands who completed the 28-item Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri & Nokelainen (2007; 2011). The ESSQ is based on Narvaez’ (2001) operationalization of ethical sensitivity in seven dimensions. The following research question was explored and subjected to a Mann-Whitney U Test: Are there any differences in ethical sensitivity between (1) academically average and high-ability students, and (2) male and female students? The self-assessed ethical sensitivity of high-ability students was higher than that of their average-ability peers. Furthermore, female students scored higher on ‘taking the perspectives of others’. These results imply that programs for high-ability students incorporating ethical issues could build upon characteristics of this group

Developmental psychology · Operationalization · Sensitivity (control systems · Test (biology · Ethics in Business and Education · Ethics in medical practice · Psychology · Psychology of Moral and Emotional Judgment · Social Psychology

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