Hearing about a Story Character's Negative Emotional Reaction to Having Been Dishonest Causes Young Children to Cheat Less

Autor/inn/en	Zhao, Li; Li, Yingying; Sun, Wenjin; Zheng, Yi; Harris, Paul L.
Titel	Hearing about a Story Character's Negative Emotional Reaction to Having Been Dishonest Causes Young Children to Cheat Less
Quelle	In: Developmental Science, 26 (2023) 2, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Li)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13313
Schlagwörter	Psychological Patterns; Ethics; Cheating; Incidence; Kindergarten; Young Children; Emotional Response + Suchen Sie Ihr Suchwort? Ethik; Prellen; Vorkommen; Frühe Kindheit; Emotionales Verhalten
Abstract	There is extensive research on the development of cheating in early childhood but research on how to reduce it is rare. The present preregistered study examined whether telling young children about a story character's emotional reactions towards cheating could significantly reduce their tendency to cheat (N = 400; 199 boys; Age: 3-6 years). Results showed that telling older kindergarten children about the story character's negative emotional reaction towards rule violation significantly reduced cheating, but telling them about the positive emotional reaction towards rule adherence did not. These results show that children as young as age 5 are able to use information about another child's emotional reaction to guide their own moral behavior. In particular, highlighting another child's negative emotional reaction towards a moral transgression may be an effective way to reduce cheating in early childhood. This finding, along with earlier cheating reduction findings, suggests that although cheating is common in early childhood, simple methods can reduce its occurrence. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01