- Jul 2020
Lyttelton, T., Zang, E., & Musick, K. (2020). Gender Differences in Telecommuting and Implications for Inequality at Home and Work. https://doi.org/10.31235/osf.io/tdf8c
- remote work
- time allocation
- work family conflict
- subjective experience
- quasi-experimental design
- gender difference
- future implications
- data analysis
- Mar 2020
In contrast to the previous studies, for the switch dilemma,consequentialist agents were rated to be no less moral (Z0.73,p.47,d0.10) or trustworthy (Z1.87,p.06,d0.26)than deontological agents.
To me, this seems to weigh against their main claim. In the one case in which a majority favored the consequentialist choice, the consequentialists are not disfavored! They are really playing this down. Am I missing something?
The switch case differs from the footbridge case in two criticalways
But it is still in the domain of HARMING people (more versus fewer).
The amount of moneyparticipants transferred to the agent (from $0.00 to $0.30) was usedas an indicator of trustworthiness, as was how much money theybelieved they would receive back from the agent (0% to 100%)
Note that this is a very small stake. (And was it even perhaps hypothetical?)
- Apr 2019
- Jun 2016
Most studies of extrinsic incentives and intrinsic motivation, including those men- tioned earlier, used as controls subjects who received no rewards or feedback, apparently on the assumption that un- der these conditions original levels of intrinsic motivation would be maintained.
make an interesting point that most studies assume that no-feedback is a status quo.
The role of the availability of such information was studied in comparison with conditions of nonreceipt of any information and of receipt of normative evaluation.
Compared it to grades only and no-feedback.
In summary, our main goal was to examine how students' achievement goals are related to changes in self-efficacy, preference to avoid challenge, and intrin sic value in the face of evaluation. Early in the semester, we assessed students' achievement goals, self-efficacy, desire to avoid challenge, and intrinsic value. We assessed students' self-efficacy, desire to avoid challenge, and intrinsic value again immediately after they received their grades on their first major exam or paper. This design allowed us to examine the role of goals in the change in mo tivational constructs associated with performance feedback. Our main hypothe ses were (a) a mastery goal will be associated with enhanced motivation around receipt of grades (i.e., increased efficacy and value and lower preference for chal lenge avoidance); (b) a performance-avoidance goal will be associated with di minished motivation around receipt of grades (i.e., decreased efficacy and value and increased preference for challenge avoidance); and (c) the effects of a per formance-approach goal on changes in motivation will be moderated by grades. When students encounter low grades, a performance-approach goal will be relat ed to diminished motivation. When students receive high grades, a performance approach goal will be unrelated to changes in motivation.
The method. Should see if I could replicate this.