Children's Strategies for Self-Correcting Their Social and Moral Transgressions and Perceived Personal Shortcomings: Implications for Moral Agency

Autor/in	Midgette, Allegra
Titel	Children's Strategies for Self-Correcting Their Social and Moral Transgressions and Perceived Personal Shortcomings: Implications for Moral Agency
Quelle	In: Journal of Moral Education, 47 (2018) 2, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2017.1396965
Schlagwörter	Moral Development; Child Development; Moral Values; Social Development; Emotional Development; Developmental Stages; Children; Adolescents; Age Differences; Error Correction; Elementary Secondary Education; Interviews; Coding; Statistical Analysis; Child Behavior; Behavior Change; Multivariate Analysis; California; Massachusetts + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Kindesentwicklung; Moral value; Ethischer Wert; Soziale Entwicklung; Gefühlsbildung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Korrektur; Interviewing; Interviewtechnik; Codierung; Programmierung; Statistische Analyse; Multivariate Analyse; Kalifornien; Master-Studiengang
Abstract	Previous research has found that when children engage in social and moral transgressions, they take steps to either remedy or explain their behavior. However, no prior systematic investigation has examined the strategies children employ to 'correct' their behavior in future situations. The present study employed a domain theory lens to investigate developmental changes in children's self-reported strategies for self-correcting their moral and social conventional transgressions as well as adjusting self-perceived personal shortcomings. Participants were 100 children from two regions of the US distributed across five age groups, six-, eight-, 10-, 12- and 16-years. Findings from interviews revealed significant differences in strategies for self-correction by domain and age. Implications for expanding our definitions of moral agency and improving social and emotional learning (SEL) programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01