Sexist content is widespread on social media and can reduce women's psychological well-being and their willingness to participate in online discourse, making it a societal issue. To counter these effects, social media platforms employ moderators. To date, little is known about the effectiveness of different forms of moderation in creating a safe space and their acceptance, in particular from the perspective of women as members of the targeted group and users in general (rather than perpetrators). In this research, we propose that some common forms of moderation can be systematized along two facets of visibility, namely visibility of sexist content and of counterspeech. In an online experiment (N = 839), we manipulated these two facets and tested how they shaped social norms, feelings of safety, and intent to participate, as well as fairness, trustworthiness, and efficacy evaluations. In line with our predictions, deletion of sexist content - i.e., its invisibility - and (public) counterspeech - i.e., its visibility - against visible sexist content contributed to creating a safe space. Looking at the underlying psychological mechanism, we found that these effects were largely driven by changes in what was perceived normative in the presented context. Interestingly, deletion of sexist content was judged as less fair than counterspeech against visible sexist content. Our research contributes to a growing body of literature that highlights the importance of norms in creating safer online environments and provides practical implications for moderators for selecting actions that can be effective and accepted.

Impulsbeitrag zur Entrepreneurship CRUISE (Oktober 2023)

Dieser Beitrag befasst sich mit der grundlegenden Beziehung und Bedeutung von Bildung, Intuition und Kreativität als entscheidende Triebkräfte für Innovationen und Entrepreneurship. In diesem Zusammenhang stellen sich die zentralen Fragen, was unter Bildung zu verstehen ist und welche kreativen Rollen Bildung und Intuition bei der Entstehung von Neuem spielen.

Der moderne Bildungsbegriff entwickelte sich im Wesentlichen aus den Ideen des Humanismus und der Aufklärung, die ihre Wurzeln in der Antike haben. Im heutigen Verständnis wird Bildung zu einer kontinuierlichen Anpassung und Entwicklung. Der Mensch ist ein dynamisches Wesen, das sowohl von der jeweiligen Umwelt beeinflusst wird, als auch selbst diese Umwelt verändern und beeinflussen kann. Bildung erzeugt und vermittelt lebenslanges Wissen. Für die Wahrnehmung und Beurteilung unserer Umwelt und des Lebens gibt es neben der Rationalität auch eine Welt der Gefühle, Emotionen und des Herzens.

In Anlehnung an das Wahrnehmungs- und Urteilsmodell von Carl Gustav Jung werden Intuition und insbesondere die intuitive Kompetenz als zentrale Einflussfaktoren von Bildung und Kreativität angesprochen. Intuitive Wahrnehmung öffnet uns den Zugang zu neuem Wissen und eröffnet ein vielschichtiges Spektrum an Kreativität. Als Motor der Innovation wird Bildung zum Bindeglied zwischen bewusster Rationalität und unbewusster Emotionalität.

Am Ende des Beitrages steht eine kritische Würdigung der innovativen Möglichkeiten des Menschen. Es ist zugleich eine Ermahnung zu einem bewahrenden und integrativen Schaffen aus ethischer Sicht. Unsere schöpferische Kraft gibt uns kreatives Potential und befähigt uns, die Welt immer wieder zu verändern und zu gestalten.

Individuals and groups are frequently targets of bullying, sexual harassment, and hate speech on online platforms. Such norm violations can have detrimental negative consequences, for instance by causing psychological harm and damaging social cohesion. Finding ways to reduce and prevent online norm violations is hence crucial. Online users may play an important role in this context. We argue that it can be considered morally courageous if users decide to take a stand against perceived violations of their own moral beliefs and endorsed norms, as it may imply substantial risks for themselves. With this chapter, we aim to advance our understanding of online moral courage as a relatively new phenomenon. First, we provide an examination of critical characteristics of online environments that may facilitate or hinder moral courage. Second, we discuss consequences of online moral courage by considering its effects on perpetrators, further online users, and the general tonality of the online discourse. Last, we integrate insights on the facilitators and obstacles of online moral courage and its consequences to provide practical recommendations for the design and management of online platforms and user education and training.

Introduction: Moral courage manifests in acts intended to intervene to stopor redress witnessed moral norm violations, despite the risk of negative conse-quences for the intervener. We investigate moral courage in everyday life and askwhat personality processes are involved. Based on an extended process modelof moral courage, we derived hypotheses on cognitive and emotional processesthat should facilitate or hinder intervention. Further, we identified candidate per-sonality dispositions that should shape these processes and thereby predict whotends to intervene against others' norm violations and who does not.Methods: Using a quota-based sample of the German population (N = 1108), weconducted a personality assessment, followed by a 7-day experience samplingduring which participants reported norm violations witnessed in their daily lifeas well as their cognitive, emotional, and behavioral reactions.Results: In total, 678 participants reported 1965 norm violations and intervenedagainst 32% of them. Dispositional self-efficacy facilitated intervention by increas-ing a sense of efficacy when confronted with others' norm violations. Conversely,dispositional moral disengagement hindered intervention by reducing perceivedown responsibility.Discussion: Our findings provide novel insights into the situations affordingmoral courage in everyday life, and the personality processes that uniquely guidethis behavior.

Metacognitive monitoring is conceptualized as a situation-specific and context-dependent process that helps learners to regulate their learning. The current study builds on the idea that metacognitive monitoring can fulfil monitoring functions in different phases (when to monitor: during learning or during testing), and that it refers to several objects (what to monitor: processing or retrieval). The cross-sectional study with 184 higher-education students used a situation-specific approach and referred to students’ monitoring via monitoring strategies and monitoring judgments during test preparation and test processing. Confirmatory factor analyses indicated that monitoring via strategies and judgments can be directed at different objects. In addition, monitoring different objects was more strongly correlated within the same phase than across different phases. The study results emphasize the need for an object-specific and comprehensive consideration of metacognitive monitoring via monitoring strategies and monitoring judgments.