What Are The Ethical Issues Involved In Offering Extra Credi

What are the ethical issues involved in offering extra credit for participation in research?

As an educational psychologist working within higher education, it is common practice to incentivize student participation in research activities through methods such as offering extra credit. However, this practice raises several ethical considerations that must be carefully examined to uphold the integrity of both educational and research standards. The scenario involves a faculty member who offers extra credit to undergraduate students involved in their own ongoing research, which involves surveys and instruments related to perceptions and beliefs about becoming a teacher. The primary concern relates to whether students genuinely have the freedom to choose participation without undue influence or coercion, especially given the instructor's dual roles as educator and researcher.

The first critical issue involves the principle of voluntary participation, which is fundamental to ethical research according to the American Psychological Association (APA) Ethical Principles and Code of Conduct. Researchers and educators must ensure that participation is truly voluntary, free from coercion or undue influence, and that students do not feel compelled to participate for fear of negative academic consequences or perceived favoritism. In this case, although the instructor assures students that their final grades will not be affected, the offering of extra credit might implicitly pressure students to participate, particularly if they believe that declining could negatively impact their academic success. Such subtle pressures can compromise the voluntariness that is essential to ethical research (APA, 2017).

Another core ethical issue pertains to the potential for conflict of interest and dual relationships. When a faculty member solicits participation from students in their own research, there exists an inherent dual relationship that can jeopardize objectivity, fairness, and the integrity of the research process (Fisher, 2017). The instructor’s role as a teacher and researcher intertwines, which may influence students’ responses or willingness to participate. This relationship can create a power imbalance, wherein students may fear repercussions or believe that non-participation might harm their academic standing, thus undermining the voluntariness of their choice (American Psychological Association, 2012).

Furthermore, offering incentives such as extra credit can raise concerns about coercion or undue influence, especially if the incentive is perceived as being overly substantial relative to the students' efforts or if it exploits their dependence on academic success. According to APA Standard 8.06, psychologists should avoid offering excessive or inappropriate incentives that might threaten voluntary participation by coercing or unduly influencing individuals to take part in research (APA, 2017). In the context of academia, extra credit can function as an inducement that may sway students’ decision-making beyond their genuine willingness to participate, thereby compromising the ethical principle of respect for persons (Sieber, 2018).

Additionally, there is an ethical obligation to maintain integrity and honesty in research. If students feel compelled to answer survey questions in socially desirable ways or in ways that please the instructor, the validity and reliability of the data are threatened. Such response biases can distort findings and ultimately undermine the scientific value of the research. Moreover, students might feel pressured to provide certain responses if they believe that negative or contrarian answers could result in negative academic consequences, even if implicit. Researchers are ethically bound to ensure transparency about the purpose of the research and to create an environment where honest responses are encouraged without fear of repercussions (Resnik, 2018).

Strategies for Addressing Ethical Concerns

To mitigate these ethical issues, a comprehensive approach should be adopted. First, the instructor should seek guidance from institutional review boards (IRBs) or ethics committees to ensure compliance with ethical standards and institutional policies. It is essential to clearly delineate the boundaries between teaching and research roles and to communicate openly with students about their rights and the voluntary nature of participation. Informed consent procedures should explicitly state that participation is completely voluntary and that declining participation will not affect their course grades or academic standing (National Institutes of Health, 2020).

Rather than offering extra credit as an incentive, alternative methods can be employed to encourage participation that do not involve coercion or undue influence. For example, providing general information about the importance of research, offering small non-monetary incentives, or emphasizing voluntary participation without extrinsic rewards can strike a balance between motivating students and respecting their autonomy (Fisher, 2017). Additionally, the instructor may consider enrolling students as research subjects independently of their course performance, perhaps through an impartial intermediary, to reduce potential conflicts of interest.

Maintaining transparency is vital. Ensuring that students understand the purpose of the research, how their data will be used, and their rights to withdraw at any point helps uphold ethical standards. Furthermore, employing anonymized data collection methods can protect student identities and reduce the risk of response bias. Engaging with colleagues or ethics consultants can also help assess the ethical soundness of research practices and prevent unintentional misconduct (Resnik, 2018).

Implications for Future Practice as a Practitioner-Scholar

This case underscores the importance of mindfulness and ethical vigilance within academic and research activities. As a future practitioner-scholar, maintaining ethical integrity involves scrutinizing research practices to avoid conflicts of interest, coercion, or exploitation. Building habits of transparency, seeking peer review, and adhering to established guidelines promote responsible research conduct. Educators and researchers have a duty to model ethical behavior, not only to protect participants but also to uphold the credibility and validity of their work. Ethical lapses, even if unintentional, can jeopardize professional reputation and the trust of students, colleagues, and the wider academic community (American Psychological Association, 2017).

By reflecting critically on these ethical principles, practitioners can become more conscientious scholars who prioritize the wellbeing of participants and the integrity of their research. Engaging in ongoing ethics education, staying informed about evolving standards, and fostering a culture of openness and accountability are essential components of responsible scholarship. Ultimately, ethical research practices enhance the validity and societal value of psychological research and contribute to the advancement of science grounded in respect, fairness, and responsibility.

References

• American Psychological Association. (2012). Ethical principles of psychologists and code of conduct. APA.
• American Psychological Association. (2015). Publication manual of the American Psychological Association (6th ed.). APA.
• American Psychological Association. (2017). Ethics code. Retrieved from https://www.apa.org/ethics/code
• Fisher, C. B. (2017). Decoding the ethics code: A practical guide for psychologists. Sage Publications.
• National Institutes of Health. (2020). Research ethics and compliance: Informed consent. NIH.gov.
• Resnik, D. B. (2018). The ethics of research with human subjects: Protecting participants and promoting integrity. Oxford University Press.
• Sieber, J. E. (2018). The ethics of social research. Springer.