Research concerning the link between morality and education-related variables is scarce. Thus, the present study addressed this issue by focusing on the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress. Our sample comprised 363 university students aged 18 to 29 (M = 20.86, SD = 1.57) from Bachelor’s and Master’s programs. Correlation analysis suggested that academic engagement was negatively associated with psychological distress and educational anti-mattering. Moderation analyses suggested that moral disengagement (...) predicted academic engagement only at high levels of psychological distress (i.e. depression, anxiety, and stress). Educational anti-mattering, however, did not significantly moderate the link between moral disengagement and academic engagement. We discuss the theoretical and practical implications of the results in addressing students’ academic engagement. (shrink)

Business Ethics: A European Review, EarlyView.

Research on cyberloafing has primarily focused on its consequences on cyberloafers themselves. We shift this focus away from the cyberloafers, focusing instead on the dual reactions that cyberloafing generates for observers. Drawing on relative deprivation theory, we hypothesize that witnessing colleagues’ daily cyberloafing induces daily relative deprivation among observers, which in turn reduces their daily work effort and increases their daily badmouthing. Additionally, colleagues’ relative performance attenuates the positive relationship between observed daily cyberloafing and daily relative deprivation, such that observers (...) experience less daily relative deprivation when their colleagues are relatively high performers. To test this, we conducted a daily survey of 128 employees over 10 workdays. The empirical results supported our theoretical model. Theoretical contributions and managerial implications are discussed. (shrink)