Public decisions or private decisions? When the specific case guides public decisions

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


Educators' differential decisions towards identified single students as compared with unidentified students, or a group of identified students, were examined by presenting educators with educational scenarios describing actual dilemmas from the three different perspectives. The first two studies indicate that willingness to change the existing policy and to "bend the rule" is greater when a dilemma is presented from the specific identified student's perspective than when presented as a general dilemma. The results of the third study suggest that in their decisions regarding an identified individual student, educators allow more changes in school regulations and give less weight to the school needs as compared with their decisions regarding an unidentified student or a group of students. Implications for policy making are discussed.

Original languageEnglish
Pages (from-to)91-100
Number of pages10
JournalJournal of Behavioral Decision Making
Issue number1
StatePublished - 1 Jan 2009


  • Affective reactions
  • Identifiable effect
  • Perceiving persons and groups
  • Public decisions

ASJC Scopus subject areas

  • Decision Sciences (all)
  • Arts and Humanities (miscellaneous)
  • Applied Psychology
  • Sociology and Political Science
  • Strategy and Management


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