首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Children's and adolescents' social reasoning about exclusion was assessed in three different social contexts. Participants (N = 294) at three ages, 10 years (4th grade), 13.7 years (7th grade), and 16.2 years (10th grade), fairly evenly divided by gender, from four ethnic groups, European-American (n = 109), African-American (n = 96), and a combined sample of Asian-American and Latin-American participants (n = 89) were interviewed regarding their social reasoning about exclusion based on group membership, gender, and race. The contexts for exclusion were friendship, peer, and school. Significant patterns of reasoning about exclusion were found for the context, the target (gender or race) of exclusion, and the degree to which social influence, authority expectations, and cultural norms explained children's judgments. There were also significant differences depending on the gender, age, and ethnicity of the participants. The findings support our theoretical proposal that exclusion is a multifaceted phenomenon and that different forms of reasoning are brought to bear on the issue. This model was drawn from social-cognitive domain theory, social psychological theories of stereotype knowledge and intergroup relationships, and developmental studies on peer relationships. The results contribute to an understanding of the factors involved in the developmental emergence of judgments about exclusion based on group membership as well as to the phenomena of prejudice, discrimination, and the fair treatment of others.  相似文献   

2.
This study investigated 282 eight- to twelve-year-old Danish majority children's judgments and justifications of exclusion based on gender and ethnicity (i.e., Danish majority children and ethnic-minority children of a Muslim background). Children's judgments and reasoning varied with the perpetrator of the exclusion and the social identity of the target. Children assessed exclusion based on ethnicity as less acceptable than exclusion based on gender and used more moral reasoning for the former than the latter. Children judged it less acceptable for a teacher than a child to exclude a child protagonist. Children were sensitive to status, judging it less acceptable to exclude a less powerful group member. The findings are discussed in relation to intergroup relations in Denmark.  相似文献   

3.
ABSTRACT

This article examines relationships between children and youths’ judgments and their justifications of truth telling and verbal deception, in situational and cultural contexts. Han Chinese, Euro-Canadians and Chinese-Canadians, seven- to 17-years of age were presented competitive scenarios in which protagonists told either lies to protect, or truths to harm, various levels of collectivity. Participants evaluated protagonists’ statements, using a 7-point scale, and justified their judgments. Cultural variations in moral evaluations emerged among the three groups of participants. Older Chinese participants reflected significant collective cultural values in their judgements; by contrast, Euro-Canadians identified more individualistically; and Chinese-Canadians demonstrated notable variability between these perspectives in their judgments. The article enhances understanding of situational and cultural sources in the development of moral reasoning within a sociocultural framework.  相似文献   

4.
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that this relationship is likely to be important in reasoning about moral values for inclusion in culturally diverse schools. However, we know little about how children in diverse educational settings reason about and enact school values for inclusion. Our study addresses this gap by examining primary school children’s epistemic reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers. Twenty-six children (10–11 years old) from one culturally diverse school community in Australia were asked to illustrate (drawings) and reflect on (15–20 minute interviews) a conflict situation involving exclusion from play. The findings showed that most children reasoned about including/excluding others based on a ‘one right answer’ pattern which reflected an explicit focus on following the school rules. Fewer children moved ‘beyond right answers’ to show transition towards perceiving multiple perspectives in their reasoning about inclusion/exclusion. Implications for values education are discussed.  相似文献   

5.
Children's judgments about inclusion and exclusion of children with disabilities were investigated in a Swiss sample of 6‐, 9‐, and 12‐year‐old children from inclusive and noninclusive classrooms (N = 422). Overall, the majority of children judged it as morally wrong to exclude children with disabilities. Yet, participants were less likely to expect the inclusion of children with mental or physical disabilities in academic and athletic contexts compared to social contexts. Moreover, older children more consistently coordinated disability type with context of exclusion. There were also significant differences depending on the type of classroom. The findings extend existing research on exclusion by investigating exclusion based on disability across different age groups and educational settings.  相似文献   

6.
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning.  相似文献   

7.
Adolescents' social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality. Non-Swiss participants, however, who reflected newly immigrated children to Switzerland, viewed exclusion based on nationality as more wrong than did Swiss participants and attributed more positive emotions to the excluder than did Swiss participants. Girls viewed exclusion in nationality and personality contexts as less legitimate than did boys, and they attributed less positive emotions to excluder target in the nationality context than did boys. The findings extend existing research on exclusion by focusing on both emotion attributions as well as judgments and by investigating exclusion in a sample that included a recent immigrant group.  相似文献   

8.
Judging social issues: difficulties, inconsistencies, and consistencies.   总被引：1，自引：0，他引：1  
  相似文献   

9.
This study examined how moral judgments are applied to events in other cultures. It was hypothesized that subjects make both universal and relativistic judgments, contingent on the types of beliefs held in the culture to which the moral judgments were applied. It was furthermore expected that subjects would be both relativists and universalists at all ages. 72 subjects (aged 11–9, 15–10, and 21–3 years) were asked to apply moral judgments which they had made about a familiar context to 2 types of cultures, 1 where different informational beliefs were held and 1 where different moral beliefs were held. The results confirmed the hypotheses. Most subjects, at all ages, contextualized their moral judgments when they applied them to cultures with different informational beliefs but made nonrelativistic judgments with respect to cultures with opposing moral beliefs. Furthermore, subjects justified their relativistic judgments on informational grounds and their nonrelativistic judgments on moral grounds. These findings demonstrated that nonrelativistic and relativistic thinking coexist throughout a wide age range and underscored the need to distinguish between moral and nonmoral relativism when studying developmental patterns in the moral domain.  相似文献   

10.
Several theories assume that the approval of violence is related to deficits in moral reasoning. However, this assumption has rarely been empirically tested. This inquiry examined violent and nonviolent children's moral reasoning about violence in family and peer situations. 108 subjects (54 violent and 54 nonviolent, aged 8–1, 10–2, 12–2) selected from 2 inner city schools were asked to evaluate unprovoked and provoked violent situations. All the children condemned unprovoked violence using moral reasoning. With provoked situations, the violent group focused more on the immorality of the provocation and perceived "hitting back" as a form of reciprocal justice. The nonviolent group perceived "hitting" worse than the psychological harm of the provocation and condemned the violence. The results suggest that both the approval and disapproval of violence were justified by moral reasoning. It was proposed that the violent children's greater focus on psychological provocations may be due to experiences and self-perceptions of victimization.  相似文献   

11.
This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.  相似文献   

12.
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed.  相似文献   

13.
P H Kahn 《Child development》1992,63(2):416-430
This study examined children's obligatory moral judgments (which reflect a moral requirement) and discretionary moral judgments (which reflect moral worthiness, but not a requirement). 72 children participated across grades 2, 5, and 8 (mean ages, 8-3, 11-0, and 13-11). Children were interviewed in response to stimulus stories that controlled for the degree of agent's cost (low and high) for performing positive moral acts (giving money for food to an impoverished, hungry person) and negative moral acts (not stealing money for food). Results showed that negative moral acts were more often conceived as obligatory than positive moral acts. In addition, the results support the proposition that children's concepts of obligation underlie judgments to codify law, that justice reasoning builds on concepts of welfare, and that with increasing age discretionary moral reasoning incorporates such character traits as benevolence, sacrifice, and supererogation. Discussion includes consideration of how the study's conceptualization and analysis can provide guidance to a moral-developmental research program.  相似文献   

14.
Children and adolescents (N = 1,057), divided by gender, at fourth, seventh, and tenth grades, from two mid-sized cities in the United States and in Japan, were surveyed regarding their evaluations of peer group exclusion of atypical peers. Six reasons for atypicality were being aggressive, having an unconventional appearance, acting like a clown, demonstrating cross-gender behavior, being a slow runner, and having a sad personality. Analyses revealed significant effects for age, gender, country membership, and the context of exclusion. With age, children demonstrated context sensitivity, and believed that the excluded child should not change him- or herself to be accepted by the group. Across contexts, girls were less willing to exclude than were boys, and were more tolerant of differences. The context of exclusion had an effect on all forms of judgments about exclusion, and there were very few overall effects for culture. Most children disagreed with the decision to exclude, believed that they were different from the atypical child, and believed that the excluded child should change him- or herself to be accepted by the group. The results support a theory of developmental social cognition in which multiple sources of influence have a significant effect on social decision making involving the exclusion of others.  相似文献   

15.
Euro-American 2nd- and 4th-grade children (Ms=7.67 and 9.82 years) heard stories about Black and White characters who produced artwork yielding a windfall reward. Children allocated rewards to characters, justified their allocations, and judged the fairness of patterns representing different justice principles. Older children allocated more money to Black than White productive characters and to White than Black needy characters, consistent with predictions from aversive racism theory. Rationales most often relied on equality principles; older children gave more equity-based justifications for Black than for White characters. Fairness ratings of patterns representing 4 justice principles revealed effects for age and character race. Implications for understanding the developmental course of moral judgments as they apply to racial differences are discussed.  相似文献   

16.
Moral Reasoning about Sexually Transmitted Diseases   总被引：2，自引：0，他引：2  
The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed.  相似文献   

17.
The findings of Turiel, Hildebrandt, and Wainryb's study of reasoning and judgement on nonprototypical issues that seem to span domains are discussed. Opinions were obtained from high school and college students on 1-4 nonprototypical issues (abortion, pornography, homosexuality, and incest), and compared with judgments and reasoning on 2-3 moral issues (killing, rape, and theft), and 1-3 personal issues (nudity at a public beach, smoking marijuana, and men wearing makeup). Those evaluating the nonprototypical issues negatively were placed in 1 group, and those positively in another group. The goal was to determine how opposite positions on nonprototypical issues related to judgments and reasonings on moral and personal issues. 5 explanations are given for nonprototypical thought which are based on Turiel and the author's constructs. 1) Issues like abortion and pornography are of a type where moral principles clash and lead to different judgments, and thus, require higher level moral principles. 2) The greater cognitive complexity of these nonprototypical issues yields domain differences which are manifestations of a decalage in judgement. 3) Nonprototypical issues may be ambiguous as to their proper moral, conventional, or personal category. Judgments are predictable once the proper category is made. Categories may be complex or ambiguous. 4)Ambiguity involves rational determinism, where reasoning on nonprototypical issues derives from the reasoner's understanding and interpretation of the situation, "social construals." 5)Complexity involves different supraordinate structures within which , e.g., morality and social convention operate. The results indicate that judgments on nonprototypical issues could not be predicted on moral or personal positions. The importance of this finding about how group and individual differences cannot be explained is in its exploration of the limits of moral theory and the preeminent need to place moral theory in a broader and deeper supraordinate context. Discussion is directed to fundamental organization of moral and social thought within which a developmental progression must operate, and a more comprehensive approach to the development of social thought. The research defines morality in the context of universal, rational, and absolute thought, which appeals to the author.  相似文献   

18.
The everyday conversations that occur between mothers and children, particularly those involving reasoning, are a major vehicle for the transmission of information and values to young children. This study explored the manner in which five Australian Chinese mothers engaged in reasoning talk with their preschool-aged children. A total of 83 instances of spontaneous reasoning talk were identified and analysed according to the manner in which the mothers justified their claims or statements, using Hasan’s reasoning structure framework to underpin the analysis. Both regulatory and nonregulatory contexts were analysed. The analysis revealed that in regulatory contexts, where a child’s behaviour is being controlled (for example, “eat up your dinner quickly”), mothers provided more socially based reasons to justify their directives. In nonregulatory contexts, such as shared reading, they used more logical reasoning based on universal laws of nature. The findings suggest that the reasoning talk that takes place between mothers and children provides a rich opportunity for mothers to convey their values to their children, with implications for children’s learning across a number of domains.  相似文献   

19.
Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed.  相似文献   

20.
This study investigated the development of moral decision-making and moral emotion attributions in antisocial behavior and peer relationship dilemma scenarios. Participants were 540 school- and college-aged students, who were asked to explain their moral decision-making, subsequent emotions, and reasoning in regard to the scenarios. We combined moral decision-making (morally appropriate or morally inappropriate) and emotion (positive or negative) to create the four reaction patterns of happy victimizer (HV), unhappy victimizer (UHV), happy moralist (HM), and unhappy moralist (UHM). Across all four scenarios and age groups, there were very few HM reactions, and HV responses were more common among adolescents and adults than among children in jaywalking and peer exclusion scenarios. In contrast, there were no age differences in reaction patterns in shoplifting and broken-promise scenarios; however, more moral considerations in reasoning were revealed among older age groups. The role of peer relationship in emotion attribution is discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号