Children's Interpretive Understanding, Moral Judgments, and Emotion Attributions: Relations to Social Behaviour

Autor/inn/en	Malti, Tina; Gasser, Luciano; Gutzwiller-Helfenfinger, Eveline
Titel	Children's Interpretive Understanding, Moral Judgments, and Emotion Attributions: Relations to Social Behaviour
Quelle	In: British Journal of Developmental Psychology, 28 (2010) 2, S.275-292 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151009X403838
Schlagwörter	Social Cognition; Foreign Countries; Task Analysis; Age Differences; Children; Social Behavior; Evaluation Methods; Moral Values; Decision Making; Aggression; Emotional Response; Developmental Psychology; Child Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Kognition; Ausland; Aufgabenanalyse; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Social behaviour; Soziales Verhalten; Moral value; Ethischer Wert; Decision-making; Entscheidungsfindung; Emotionales Verhalten; Entwicklungspsychologie; Kindesentwicklung
Abstract	The study investigated interpretive understanding, moral judgments, and emotion attributions in relation to social behaviour in a sample of 59 5-year-old, 123 7-year-old, and 130 9-year-old children. Interpretive understanding was assessed by two tasks measuring children's understanding of ambiguous situations. Moral judgments and emotion attributions were measured using two moral rule transgressions. Social behaviour was assessed using teachers' ratings of aggressive and prosocial behaviour. Aggressive behaviour was positively related to interpretive understanding and negatively related to moral reasoning. Prosocial behaviour was positively associated with attribution of fear. Moral judgments and emotion attributions were related, depending on age. Interpretive understanding was unrelated to moral judgments and emotion attributions. The findings are discussed in regard to the role of interpretive understanding and moral and affective knowledge in understanding children's social behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10