Examining Chinese social sciences graduate students’ understanding of research ethics: implications for their research ethics education

Using the research ethics scale (Huang et al., 2021) and follow-up interviews, this study examined Chinese social sciences graduate students’ understanding of research ethics of empirical studies involving human subjects. The participants included 463 Chinese graduate students majoring in teacher ed...

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Bibliographic Details
Published in:Humanities & social sciences communications 2023-12, Vol.10 (1), p.487-8, Article 487
Main Authors: Huang, Jinyan, Wang, Yuehan
Format: Article
Language:English
Subjects:
Confidentiality
Data analysis
Data collection
Developing countries
Gender
Graduate students
Higher education
Human subjects
Industrialized nations
LDCs
Participation
Privacy
Research ethics
Researchers
Responsibilities
Social research
Social sciences
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Summary:Using the research ethics scale (Huang et al., 2021) and follow-up interviews, this study examined Chinese social sciences graduate students’ understanding of research ethics of empirical studies involving human subjects. The participants included 463 Chinese graduate students majoring in teacher education, English education, management, and economics. The quantitative findings suggested that these graduate students had a fairly good understanding of researchers’ ethical responsibilities and developed general human subjects’ ethical awareness; furthermore, there existed significant research experience and gender-by-research experience interaction effects on their understanding of researchers’ ethical responsibilities and human subjects’ ethical awareness, respectively. The qualitative results indicated that the participants had realized the importance of ethics reviews for social sciences research including human subjects; and they identified best ways to promote research ethics education for social sciences graduate students in Chinese higher education. Implications for Chinese university leaders, program developers, and research methods professors are discussed.
ISSN:2662-9992
2662-9992
DOI:10.1057/s41599-023-02000-6