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Hyemin Han
University of Alabama
  1. Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program.Hyemin Han & Changwoo Jeong - 2014 - Science and Engineering Ethics 20 (1):197-220.
    This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. (...)
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  2.  58
    Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-Level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - forthcoming - Trends in Neuroscience and Education.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...)
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  3. Attainable and Relevant Moral Exemplars Are More Effective Than Extraordinary Exemplars in Promoting Voluntary Service Engagement.Hyemin Han, Jeongmin Kim, Changwoo Jeong & Geoffrey L. Cohen - 2017 - Frontiers in Psychology 8:283.
    The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...)
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  4. Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education.Hyemin Han - 2015 - Science and Engineering Ethics 21 (2):441-460.
    This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by (...)
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  5. Civic Purpose in Late Adolescence: Factors That Prevent Decline in Civic Engagement After High School.Heather Malin, Hyemin Han & Indrawati Liauw - 2017 - Developmental Psychology 53 (7):1384-1397.
    This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease (...)
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  6. Moral Identity Predicts the Development of Presence of Meaning During Emerging Adulthood.Hyemin Han, Indrawati Liauw & Ashley Floyd Kuntz - forthcoming - Emerging Adulthood.
    We examined change over time in the relationship between moral identity and presence of meaning during early adulthood. Moral identity refers to a sense of morality and moral values that are central to one’s identity. Presence of meaning refers to the belief that one’s existence has meaning, purpose, and value. Participants responded to questions on moral identity and presence of meaning in their senior year of high school and two years after. Mixed effects model analyses were used to examine how (...)
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  7. Neural Correlates of Moral Sensitivity and Moral Judgment Associated with Brain Circuitries of Selfhood: A Meta-Analysis.Hyemin Han - 2017 - Journal of Moral Education 46 (2):97-113.
    The present study meta-analyzed 45 experiments with 959 subjects and 463 activation foci reported in 43 published articles that investigated the neural mechanism of moral functions by comparing neural activity between the moral-task and non-moral-task conditions with the Activation Likelihood Estimate method. The present study examined the common activation foci of morality-related task conditions. In addition, this study compared the neural correlates of moral sensibility with the neural correlates of moral judgment, which are the two functional components in the Neo-Kohlbergian (...)
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  8. Purpose as a Moral Virtue for Flourishing.Hyemin Han - 2015 - Journal of Moral Education 44 (3):291-309.
    Positive psychology has significantly influenced studies in the fields of moral philosophy, psychology and education, and scholars in those fields have attempted to apply its ideas and methods to moral education. Among various theoretical frameworks, virtue ethics is most likely to connect positive psychology to moral educational studies because it pursues eudaimonia (flourishing). However, some virtue ethicists have been concerned about whether the current mainstream concept of positive psychology can apply directly to moral education because it focuses on subjective aspects (...)
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  9.  35
    Measuring Moral Reasoning Using Moral Dilemmas: Evaluating Reliability, Validity, and Differential Item Functioning of the Behavioral Defining Issues Test (bDIT).Youn-Jeng Choi, Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - 2019 - European Journal of Developmental Psychology 16 (5):622-631.
    We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioral DIT (bDIT), measuring the development of moral reasoning. 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT (...)
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  10. Influence of the Cortical Midline Structures on Moral Emotion and Motivation in Moral Decision-Making.Hyemin Han, Jingyuan E. Chen, Changwoo Jeong & Gary H. Glover - 2016 - Behavioural Brain Research 302:237-251.
    The present study aims to examine the relationship between the cortical midline structures (CMS), which have been regarded to be associated with selfhood, and moral decision making processes at the neural level. Traditional moral psychological studies have suggested the role of moral self as the moderator of moral cognition, so activity of moral self would present at the neural level. The present study examined the interaction between the CMS and other moral-related regions by conducting psycho-physiological interaction analysis of functional images (...)
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  11. An Investigation of the Divergences and Convergences of Trait Empathy Across Two Cultures.Paria Yaghoubi Jami, Behzad Mansouri, Stephen J. Thoma & Hyemin Han - forthcoming - Journal of Moral Education:1-16.
    The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...)
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  12. Cultural Influences on the Neural Correlate of Moral Decision Making Processes.Hyemin Han, Gary H. Glover & Changwoo Jeong - 2014 - Behavioural Brain Research 259:215-228.
    This study compares the neural substrate of moral decision making processes between Korean and American participants. By comparison with Americans, Korean participants showed increased activity in the right putamen associated with socio-intuitive processes and right superior frontal gyrus associated with cognitive control processes under a moral-personal condition, and in the right postcentral sulcus associated with mental calculation in familiar contexts under a moral-impersonal condition. On the other hand, American participants showed a significantly higher degree of activity in the bilateral anterior (...)
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  13.  78
    Developmental Level of Moral Judgment Influences Behavioral Patterns During Moral Decision-Making.Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - forthcoming - Journal of Experimental Education.
    We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental (...)
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  14. The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related to (...)
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  15. How Can Neuroscience Contribute to Moral Philosophy, Psychology and Education Based on Aristotelian Virtue Ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
    The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how (...)
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  16. Why Do We Need to Employ Bayesian Statistics and How Can We Employ It in Studies of Moral Education?: With Practical Guidelines to Use JASP for Educators and Researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
    ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide (...)
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  17. Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential (...)
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  18. Exploring the Relationship Between Virtue Ethics and Moral Identity.Changwoo Jeong & Hyemin Han - 2013 - Ethics and Behavior 23 (1):44-56.
    The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...)
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  19.  44
    Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...)
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  20. Associations Between Psychopathic Traits and Brain Activity During Instructed False Responding.Andrea L. Glenn, Hyemin Han, Yaling Yang, Adrian Raine & Robert A. Schug - 2017 - Psychiatry Research: Neuroimaging 266:123-137.
    Lying is one of the characteristic features of psychopathy, and has been recognized in clinical and diagnostic descriptions of the disorder, yet individuals with psychopathic traits have been found to have reduced neural activity in many of the brain regions that are important for lying. In this study, we examine brain activity in sixteen individuals with varying degrees of psychopathic traits during a task in which they are instructed to falsify information or tell the truth about autobiographical and non-autobiographical facts, (...)
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  21.  59
    Moral Growth Mindset is Associated with Change in Voluntary Service Engagement.Hyemin Han, Youn-Jeng Choi, Kelsie J. Dawson & Changwoo Jeong - 2018 - PLoS ONE 8 (13):e0202327.
    Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...)
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  22. Evaluating Methods of Correcting for Multiple Comparisons Implemented in SPM12 in Social Neuroscience fMRI Studies: An Example From Moral Psychology.Hyemin Han & Andrea L. Glenn - 2018 - Social Neuroscience 13 (3):257-267.
    In fMRI research, the goal of correcting for multiple comparisons is to identify areas of activity that reflect true effects, and thus would be expected to replicate in future studies. Finding an appropriate balance between trying to minimize false positives (Type I error) while not being too stringent and omitting true effects (Type II error) can be challenging. Furthermore, the advantages and disadvantages of these types of errors may differ for different areas of study. In many areas of social neuroscience (...)
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