African American Children's Affective Attributions and Consequences Regarding Sociomoral Events

Autor/in	Humphries, Marisha L.
Titel	African American Children's Affective Attributions and Consequences Regarding Sociomoral Events
Quelle	In: Early Education and Development, 24 (2013) 2, S.212-232 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.647610
Schlagwörter	African American Students; Attribution Theory; Affective Behavior; Vignettes; Prosocial Behavior; Moral Values; Child Behavior; Correlation; Prediction; Emotional Response; Child Development; Coding; Young Children; Regression (Statistics); Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Affective disturbance; Active behaviour; Affektive Störung; Moral value; Ethischer Wert; Korrelation; Vorhersage; Emotionales Verhalten; Kindesentwicklung; Codierung; Programmierung; Frühe Kindheit; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	Research Findings: This study examined 56 young (prekindergarten through 2nd grade) urban-dwelling African American children's understanding of the affective attributions and consequences of 3 types of sociomoral rule systems: prosocial, active, and inhibitive morality. It also tested the relationship of affective attributions and consequences to children's behavior. As expected, children's affective responses differed by sociomoral rule system and character role type, supporting the notion of a "happy victimizer" and a subtle attributional shift. Children provided affective attributions that attempted to resolve the dilemmas presented in the different sociomoral vignettes regardless of the affect associated with the vignette. The relationship of children's affective attributions and consequences to their behavior in school was partially supported. Children's affective attributions were significantly associated with their prosocial behavior. However, contrary to predictions, no other significant associations emerged between children's affective attributions and negative behavior or between children's affective consequences and behavior. Practice or Policy: Those working with young African American children should consider the reasoning behind children's emotional and behavioral reactions and not just focus on the correct or appropriate response to understand and promote children's positive development. There are implications for supporting African American children's competence development at school through a behavior promotion approach. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10