Literaturnachweis - Detailanzeige
| Autor/inn/en | Shorr, David; Wallace, Randall; Gann, Cory |
|---|---|
| Titel | Children's Identification of Self-Reflective Emotions as Likely Responses to Moral and Competence Domain Successes and Failures. |
| Quelle | (1999), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Age Differences; Attribution Theory; Children; Comparative Analysis; Competence; Elementary Education; Emotional Development; Guilt; Helping Relationship; Moral Development; Parochial Schools; Public Schools; Theories |
| Abstract | While research on prosocial behavior has dramatically increased during the last 20 years, there are few studies examining the role of self-evaluative emotions such as pride and guilt as consequences of and motivations for helping others. This study examined how children attribute pride and guilt for actions germane to the moral or competence domain. Participating were 95 five- to nine-year-olds from a public and a Catholic parochial school. The children were individually presented a story in which a protagonist experienced two successes, one in a moral domain and the other in a competence domain, or two failures. A foil event was presented that was congruent with an emotion opposite the one appropriate for the purposeful successes/failures. Children were asked how the protagonist felt about himself/herself and what made the protagonist feel that way. Loglinear analyses were performed with the following factors: protagonist outcome (success versus failure), child age (below versus above 7 years), and school (public versus parochial). Dependent variables were appropriate emotional identification and moral domain identification. The findings indicated that older children were more likely than younger ones to identify the appropriate emotion and identify the moral domain. The appropriate emotion was more likely to be identified following the protagonist's failures versus successes. The moral domain was more likely to be identified following the protagonist's failures than successes. Parochial school children tended to perform at a more sophisticated level in identifying an emotion appropriate for failure in a moral domain, and less sophisticated in identifying emotion appropriate for success in a moral domain. (KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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