Children's and Adolescents' Moral Emotion Attributions and Judgements about Exclusion of Peers with Hearing Impairments

Autor/inn/en	Chilver-Stainer, Jennifer; Gasser, Luciano; Perrig-Chiello, Pasqualina
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10