Reporting the wrong to the right: the mediated moderation model of whistleblowing education and the whistleblowing intentions

Purpose The purpose of this paper is to elucidate the social information processing theory, which is extended by the (1) effect of whistleblowing education on whistleblowing intentions, (2) simultaneous examination of the indirect relationship between whistleblowing education and whistleblowing intentions via moral identity and (3) relativism in influencing this mediation. Design/methodology/approach Multi-wave data collected at three internals from bank employees (n = 294) were analyzed to test the proposed model. Findings Results of the study demonstrate that whistleblowing education favorably influences whistleblowing intentions directly as well as through moral identity. Relativism serves as the buffer in the indirect effects of whistleblowing education on whistleblowing intentions through moral identity attenuating these indirect effects in individuals with dominant relativism level. Originality/value This study strives to extend the whistleblowing education and whistleblowing intentions literature by unpacking a moral identity mechanism through which whistleblowing education kindles whistleblowing intention and relativism as boundary condition to attenuate such motivation.

Automated summary

This study investigates the impact of whistleblowing education on whistleblowing intentions and explores the mechanisms of moral identity and relativism in this relationship. The results show that whistleblowing education has a positive influence on whistleblowing intentions, both directly and indirectly through moral identity. Relativism acts as a buffer, attenuating the indirect effects of whistleblowing education on whistleblowing intentions through moral identity in individuals with dominant relativism.