<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672018000200388</article-id>
<article-id pub-id-type="doi">10.23913/ride.v9i17.386</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Normas dominantes en las decisiones éticas y actitudes de los estudiantes universitarios: teoría y prueba empírica obtenida en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Dominant Norms in Ethical Decisions and Attitudes among University Students: Theory and Empirical Test in Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Regras dominantes nas decisões e atitudes éticas dos estudantes universitários: teoria e evidência empírica obtidas no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sahagún]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez-Párraga]]></surname>
<given-names><![CDATA[Arturo Z.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,High Point University Escuela de Negocios Earl N. Phillips ]]></institution>
<addr-line><![CDATA[ Carolina del Norte]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Texas Rio Grande Valley Escuela de Negocios Robert C. Vackar ]]></institution>
<addr-line><![CDATA[ Texas]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>388</fpage>
<lpage>418</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000200388&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000200388&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000200388&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para que la fuerza laboral de un país se comporte de manera ética en el ejercicio profesional es necesario que durante su preparación educativa desarrolle una base ética sólida que le permita resolver dilemas éticos de manera correcta. Estudios previos demuestran que trabajadores no éticos usualmente fueron también estudiantes no éticos. El principal objetivo de este estudio fue conocer la orientación ética de los estudiantes universitarios en México y evaluar las diferencias de orientación entre los alumnos de postgrado y pregrado, y entre los alumnos de las carreras económico-administrativas e ingeniería. También se buscó medir las actitudes de los estudiantes universitarios mexicanos respecto al plagio y la copia ilícita en la vida académica. Los resultados del estudio mostraron una diferencia significativa entre la orientación ética de los alumnos de postgrado y pregrado. Los resultados también presentaron diferencias menores entre las carreras económico-administrativas e ingeniería. Las actitudes de los estudiantes universitarios mexicanos respecto del plagio y la copia ilícita reflejaron tanto juicios de valor como razones sociales que buscan justificar sus actitudes respecto al plagio y la copia ilícita, los cuales fueron agrupados en cinco factores: 1) valor del estudio, 2) administración del tiempo, 3) imitación, 4) compañerismo y 5) presión laboral. La orientación ética de los estudiantes mexicanos sufre una brecha entre la su juicio ético y su intención de actuar. Los estudiantes mexicanos determinaron su juicio ético solo con base en su evaluación moral (deontológica), al mismo tiempo que tomaron una decisión, en este caso la decisión de premiar o castigar la conducta presentada, con base en su juicio ético o en su evaluación de las consecuencias (teleológico). Esto es: fueron morales en la actitud, pero pueden ser morales o no morales en la decisión de premiar o castigar la conducta. Pueden premiar una conducta inmoral que produce consecuencias positivas o favorables, y pueden castigar una conducta moral que produce consecuencias negativas o desfavorables al actor de la conducta. La mera presencia de dilemas éticos confundió a los estudiantes que probablemente no cuentan con una base moral sólida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract If a country wants to develop a workforce that behaves ethically throughout their professional life, it is necessary to build a solid ethical foundation during its academic life. A solid ethical background that allows it to solve ethical dilemmas. Previous studies have shown that professionals that behave unethically at work have also behaved unethically during their student life. The main goal of this study was to evaluate the ethical orientation of Mexican university students and to assess the differences of orientation between graduate and undergraduate students and between two majors, business and engineering. The study also measured the attitudes of Mexican students toward cheating and plagiarizing while pursuing their respective degrees. Results showed a significant difference between the ethical orientation of graduate and that of undergraduate students. Results also showed smaller differences between two majors, business and engineering. The attitudes of Mexican students towards cheating and plagiarizing reflected both value judgments and social reasons that they used to justify their attitudes towards cheating and plagiarizing, which were grouped in five factors: 1) study value, 2) time management, 3) mimic behavior, and 5) future work pressure. The ethical orientation of Mexican students involved a gap between ethical judgment and intention to act. Mexican students determined their ethical judgments based on a deontological evaluation (deontological) alone, whereas at the same time made decisions, in this case the decisions to reward or punish the act in the scenario, either based on their ethical judgment or their evaluation of its consequences (teleological). That is, they were moral in their ethical judgment, but they can be either moral or immoral in their decision to reward or punish behavior. They can reward an immoral act that brings positive or favorable consequences and can punish a moral act that produces negative or unfavorable consequences to the person acting. The mere presence of ethical dilemmas confused students that lack solid ethical morals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para que a força de trabalho de um país se comporte de maneira ética em sua prática profissional, é necessário que, durante sua preparação educacional, desenvolvam uma base ética sólida que lhes permita resolver os dilemas éticos de maneira correta. Estudos anteriores mostram que trabalhadores antiéticos geralmente eram também estudantes antiéticos. O objetivo principal deste estudo foi conhecer a orientação ética de estudantes universitários no México e avaliar as diferenças de orientação entre estudantes de graduação e pós-graduação e entre estudantes de carreiras econômico-administrativas e de engenharia. Também procurou medir as atitudes dos estudantes universitários mexicanos em relação ao plágio e à cópia ilícita na vida acadêmica. Os resultados do estudo mostraram uma diferença significativa entre a orientação ética dos estudantes de pós-graduação e de graduação. Os resultados também apresentaram pequenas diferenças entre carreiras econômico-administrativas e engenharia. As atitudes dos estudantes universitários mexicanos em relação ao plágio e à cópia ilícita refletiam tanto juízos de valor quanto razões sociais que buscam justificar suas atitudes em relação ao plágio e à cópia ilegal, agrupadas em cinco fatores: 1) valor do estudo, 2 ) gestão do tempo, 3) imitação, 4) companheirismo e 5) pressão do trabalho. A orientação ética dos estudantes mexicanos sofre uma lacuna entre seu julgamento ético e sua intenção de agir. Os estudantes mexicanos determinaram seu julgamento ético apenas com base em sua avaliação moral (deontológica), ao mesmo tempo em que tomaram uma decisão, neste caso a decisão de recompensar ou punir o comportamento apresentado, com base em seu julgamento ético ou em sua avaliação as consequências (teleológica). Isto é: eles eram morais na atitude, mas podem ser morais ou não morais na decisão de recompensar ou punir o comportamento. Eles podem recompensar comportamentos imorais que produzam consequências positivas ou favoráveis, e podem punir uma conduta moral que produz consequências negativas ou desfavoráveis &#8203;&#8203;ao ator do comportamento. A mera presença de dilemas éticos confundia os estudantes que provavelmente não têm uma base moral sólida.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitudes respecto a la copia ilícita]]></kwd>
<kwd lng="es"><![CDATA[actitudes respecto al plagio]]></kwd>
<kwd lng="es"><![CDATA[evaluación deontológica]]></kwd>
<kwd lng="es"><![CDATA[evaluación teleológica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios mexicanos]]></kwd>
<kwd lng="es"><![CDATA[orientación ética del alumno universitario]]></kwd>
<kwd lng="en"><![CDATA[attitudes toward cheating and plagiarizing]]></kwd>
<kwd lng="en"><![CDATA[deontological norms]]></kwd>
<kwd lng="en"><![CDATA[teleological norms]]></kwd>
<kwd lng="en"><![CDATA[graduate and undergraduate Mexican students]]></kwd>
<kwd lng="en"><![CDATA[university student&#8217;s ethical orientation]]></kwd>
<kwd lng="pt"><![CDATA[atitudes em relação à cópia ilegal]]></kwd>
<kwd lng="pt"><![CDATA[atitudes em relação ao plágio]]></kwd>
<kwd lng="pt"><![CDATA[avaliação deontológica]]></kwd>
<kwd lng="pt"><![CDATA[avaliação teleológica]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários mexicanos]]></kwd>
<kwd lng="pt"><![CDATA[orientação ética do estudante universitário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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