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

Abstract

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.

Citation

Aslam, M.K., Akhtar, M.S., Akhtar, M.W., Asrar-ul-Haq, M., Iqbal, J. and Usman, M. (2023), "“Reporting the wrong to the right”: the mediated moderation model of whistleblowing education and the whistleblowing intentions", Kybernetes, Vol. 52 No. 3, pp. 981-996. https://doi.org/10.1108/K-02-2021-0123