Moral Emotions and Moral Judgments in Children's Narratives: Comparing Real-Life and Hypothetical Transgressions

Autor/inn/en	Gutzwiller-Helfenfinger, Eveline; Gasser, Luciano; Malti, Tina
Titel	Moral Emotions and Moral Judgments in Children's Narratives: Comparing Real-Life and Hypothetical Transgressions
Quelle	In: New Directions for Child and Adolescent Development, (2010) 129, S.11-31 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.273
Schlagwörter	Moral Issues; Moral Development; Social Development; Schemata (Cognition); Personal Narratives; Interpersonal Relationship; Conflict; Emotional Response; Interviews; Childhood Attitudes; Foreign Countries; Preschool Children; Cues; Switzerland + Suchen Sie Ihr Suchwort? Moraltheorie; Moralische Entwicklung; Soziale Entwicklung; Cognition; Schema; Kognition; Erlebniserzählung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Konflikt; Emotionales Verhalten; Interviewing; Interviewtechnik; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Schweiz
Abstract	How children make meaning of their own social experiences in situations involving moral issues is central to their subsequent affective and cognitive moral learning. Our study of young children's narratives describing their interpersonal conflicts shows that the emotions and judgments constructed in the course of these real-life narratives differ from the emotions and judgments generated in the context of hypothetical transgressions. In the narratives, all emotions mentioned spontaneously were negative. In contrast, emotions attributed in the interview part covered a broader spectrum. One's own real-life transgressions were judged less severe and more justified than hypothetical transgressions. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10