Omission and compromise: The sacredness of moral foundations in political groups in Italy

“…An inspection of reliability indexes revealed that the Pearson's r values were significant, and Cronbach's alfas were all above 0.78, with the exception of moral purity (0.58). The poor alfa of moral purity measure is in line with previous research (e.g., Di Battista et al 2020b;Graham et al 2011). Specifically, this poor alfa could be due to the content of the items, which have been originally formulated/chosen to cover a wide range of morally relevant situations using a small number of items (Bobbio et al 2011).…”

“…Consistent with this idea, in our model moral purity directly predicted negative attitudes towards the COVID-vaccine, with those participants considering purity to be an important moral value being also less in favor of the vaccine. Endorsement of moral purity conveys an idea of respect for the integrity of the body and vaccinations could be seen as corrupting the sacredness of the body (e.g., Di Battista et al 2020b). This reasoning is also in line with antivaccination attitudes as highest among those who reported high levels of disgust toward blood and needles (Hornsey et al 2018).…”

“…The last dimension is the belief that homosexuality is found in all world cultures and throughout history. The current study would also have benefited from including measures of gender stereotypes (Petruccelli, Baiocco, Ioverno, Pistella, & D'Urso, 2015;Pistella, Tanzilli, Ioverno, Lingiardi & Baiocco, 2017) and moral evaluations (Di Battista, Berti, & Pivetti, 2018;Di Battista, Pivetti, Vainio, & Berti, 2020). legal norms.…”

“…In this case, a competent/incompetent lecturer was described as being respectful of others' points of view and professional vs. impolite, absent, or unfair, whereas a benevolent/malevolent lecturer was described as someone who is respectful, polite, and fair vs. someone who has preferences and is biased. In the literature, the concept of morality or integrity is frequently described as one important dimension of human perception, [35,36] and it is sometimes described as one aspect of the "will-do" component of trustworthiness [3,4,15]. Some scholars proposed that benevolence is strictly distinct from integrity, but other evidence suggests these two aspects of trustworthiness are highly related especially for the relatively short-term authority relationships typical of the university context [23].…”

“…Overall, in educational contexts, both dimensions of competence and benevolence contribute to students’ assessment of the educational authorities’ trustworthiness [ 24 ] and are vital for number of positive outcomes, e.g., [ 11 , 21 , 40 ]. Trustworthiness is fundamental in regard to the processes required for the healthy functioning of schools and academies, and it predicts students’ engagement [ 21 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 ]. For instance, Mitchell and colleagues [ 42 ] argued that if students believe that they can trust their teachers, they are more actively engaged with instructional goals and more likely to cooperate for cultivating safe schools.…”