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- W2747361572 abstract "Social-cognitive developmental research ispredicated on the assumption that children’s understanding of theworld is inextricably tied to their experiences, actions, anddevelopmental outcomes (Olson & Dweck, 2008). To successfullynavigate social life, children must come to appreciate the rules,norms, and expectations that structure their daily interactions. Assuch, the ability to know right from wrong is critically importantfor maintaining a just and functioning society and has been studiedextensively by social domain theorists (Nucci, 2001; Smetana, 2006,2013; Smetana, Jambon, & Ball, 2014; Turiel, 1983). Socialdomain research has shown that children develop a qualitativelydifferent way of thinking about morality compared to other types ofsocial rules and norms. However, this approach has thus far devotedrelatively little attention to the question of individualdifferences in children’s early developing moral understanding, orhow these differences may relate to behavior. In contrast, researchon the development of aggression has extensively documented thesocial-cognitive processes and factors that contribute toindividual differences in behavior that harms others (Dodge, Coie,& Lynam, 2006). Nevertheless, relatively little research hasexamined links between moral judgments and aggression prior toadolescence, and existing studies have often used methodsincompatible with contemporary theories of moral development andaggression. The goal of the present study was to examineassociations between young children’s moral understanding and theiraggressive behavior within the framework of social domain theory.The first aim of the proposed study was to examine whetherindividual differences in 4- to 6-year olds’ ability todifferentiate morality from social convention was associated withteacher reports of children’s proactive and reactive aggression.The second goal of the study was to examine the utility of thecurrent approach to conceptualizing moral judgments and domaindifferentiation for understanding behavior by comparing it to thetwo assessments most commonly used in past research with youngchildren: initial moral “wrongness” ratings and criterion judgmentsof moral (but not conventional) transgressions. The sampleconsisted of 101 four- to 6-year olds (53% female; Mage = 5.12years, SD= .67) and their daycare/school teachers (n = 18).Children were administered a revised version of the Social RulesInterview (Smetana, 1981; Smetana & Braeges, 1990; Smetana,Rote et al., 2012) in their classrooms, with aspects altered tolessen the cognitive and linguistic burdens of the originalinterview. In order to examine the importance of carefullyattending to the constructs under investigation, teachers ratedchildren along behavioral constructs that were more (proactiveaggression) and less consistent (reactive aggression, prosocialbehavior) with the theoretical definitions of morality. Latentdifference score models (McArdle, 2009) were used to capturechildren’s ability to differentiate morality…" @default.
- W2747361572 created "2017-08-31" @default.
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- W2747361572 date "2016-01-01" @default.
- W2747361572 modified "2023-09-28" @default.
- W2747361572 title "Moral Judgments and Aggression in Young Children: A Social Domain Approach to Conceptualizing Individual Differences in Early Moral Understanding" @default.
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