Di Battista Silvia, Pivetti Monica, Berti Chiara
Department of Psychological, Health and Territorial Sciences, The University of Chieti-Pescara, via dei Vestini 31, 66100 Chieti, Italy.
Department of Human and Social Sciences, The University of Bergamo, 24100 Bergamo, Italy.
Behav Sci (Basel). 2020 Sep 21;10(9):143. doi: 10.3390/bs10090143.
Trustworthiness includes at least two dimensions: one dimension captures the authority's benevolence; the other captures authority's competence. This qualitative study explores the representation of the two dimensions of authority trustworthiness: competence and benevolence. We collected free-associations about what lecturers' competence and benevolence actually mean for Italian psychology students ( = 125). The data corpus was content-analyzed. Text units were categorized according to meaning using both a bottom-up strategy, with some categories stemming from the data (inductive reasoning), and a top-down strategy, with some categories following from the analysis of the relevant literature (deductive reasoning). Qualitative content analysis showed that these two dimensions overlapped. Students listed theoretically-defined competence characteristics as indications of both benevolence and competence. The same applied to benevolence. Overall, associations were grouped into two main dimensions: (1) the "can-do" dimension, describing a lecturer's competence and social skill; (2) the "will-do" dimension, describing a lecturer's good intentions, integrity, and personal motivation. In conclusion, the two conceptually distinct dimensions of trust are indistinguishable in the students' words. These preliminary results are in line with scholars debating the multifactorial or mono-factorial nature of trust.
一个维度体现权威的善意；另一个维度体现权威的能力。这项定性研究探讨了权威可信度两个维度的表现：能力和善意。我们收集了关于讲师的能力和善意对意大利心理学专业学生（ = 125）实际意味着什么的自由联想。对数据语料库进行了内容分析。文本单元根据意义进行分类，采用了自下而上的策略，一些类别源于数据（归纳推理），以及自上而下的策略，一些类别源于对相关文献的分析（演绎推理）。定性内容分析表明这两个维度相互重叠。学生们将理论上定义的能力特征列为善意和能力的指标。善意方面也是如此。总体而言，联想被分为两个主要维度：（1）“能做”维度，描述讲师的能力和社交技能；（2）“愿做”维度，描述讲师的善意、正直和个人动机。总之，信任的这两个概念上不同的维度在学生的表述中难以区分。这些初步结果与关于信任的多因素或单因素性质进行辩论的学者观点一致。
