Students as a vulnerable group in psychological research: Ethical considerations
DOI:
https://doi.org/10.33910/2686-9527-2025-7-4-546-555Keywords:
research ethics, vulnerable groups, university students, informed consent, research vulnerability, educational value, ethical risksAbstract
Introduction. Issues of research ethics in the social sciences and humanities, particularly in psychology, are becoming increasingly prominent on both international and Russian scientific agendas. The participation of students in research is especially relevant, given their vulnerability as a distinct social group. This article aims to analyze the ethical risks associated with involving students in psychological research (and, more broadly, in social sciences and humanities research), and to discuss possible strategies for mitigating these risks.
Materials and Methods. This study focuses on university students as potential research participants. The article reviews Russian and, primarily, international publications on research-related vulnerability. Particular attention is given to the typology of vulnerability proposed by K. Kipnis, as applicable to student samples, and to the key aspects of organizing ethically appropriate interactions with this group.
Results. The analysis identified four primary areas of ethical risks: (1) the possibility of coercion and undue influence; (2) insufficient educational benefit from participation in the study; (3) risks of breaches of anonymity and confidentiality; and (4) the dual role of the teacher-researcher. Student participation in research may entail risks related to limited voluntariness and ethical ambiguity if clear conditions are not established to protect students as a vulnerable group. Emphasis is placed on the importance of considering both external conditions and students’ subjective perceptions of ethical aspects.
Conclusions. The authors propose several recommendations aimed at minimizing ethical risks: establishing institutional norms for research ethics, ensuring voluntary participation, providing alternatives, and increasing the educational benefit of research participation. Particular emphasis is placed on the necessity of adhering to the informed consent procedure as a fundamental condition for the ethically permissible involvement of students in research. Attention is also drawn to the importance of further studying both applicable norms and actual practices of research ethics in the Russian educational context, with a focus on how ethical risks are perceived by both students and researchers. Special consideration should be given to the implementation of research ethics guidelines and to accounting for the specific forms of vulnerability of students as research participants.
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Copyright (c) 2025 Natalia A. Antonova, Elena A. Dubinina, Nadezhda E. Kruglova
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