Literaturnachweis - Detailanzeige
Autor/inn/en | Chilver-Stainer, Jennifer; Gasser, Luciano; Perrig-Chiello, Pasqualina |
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Titel | Children's and Adolescents' Moral Emotion Attributions and Judgements about Exclusion of Peers with Hearing Impairments |
Quelle | In: Journal of Moral Education, 43 (2014) 3, S.235-249 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7240 |
DOI | 10.1080/03057240.2014.913515 |
Schlagwörter | Children; Social Isolation; Peer Relationship; Hearing Impairments; Emotional Response; Moral Values; Vignettes; Educational Environment; Leisure Time; Student Attitudes; Age Differences; Context Effect; Preadolescents; Early Adolescents; Grade 3; Grade 5; Grade 7; Foreign Countries; Coding; Questionnaires; Switzerland Child; Kind; Kinder; Soziale Isolation; Peer-Beziehungen; Hearing impairment; Hörbehinderung; Emotionales Verhalten; Moral value; Ethischer Wert; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freizeit; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Pre-adolescence; Präadoleszenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Codierung; Programmierung; Fragebogen; Schweiz |
Abstract | Children and adolescents with hearing impairments are at risk of being excluded from activities with hearing peers. Moral emotion attributions may represent important indicators for children's identification with the moral norm not to exclude peers based on disability. Against this background, we investigated how 10-, 12- and 15-year-olds (N?=?215) feel and judge about social exclusion of peers with hearing impairments. Emotion attributions and moral judgements were assessed using four different hypothetical scenarios about the exclusion of peers with hearing impairments (school vs. leisure time, group vs. dyad). Moreover, children's and adolescents' inclusive behaviour was assessed by a peer nomination procedure. Results revealed that moral emotion attributions differed as a function of exclusion context and grade. Moreover, participants with inclusive behaviour attributed moral emotions more often than participants with less inclusive behaviour. Implications of the results for moral education are discussed. (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 |