Moral Disengagement in Middle Childhood: Influences on Prosocial and Aggressive Behaviors

2009 ◽  
Author(s):  
Qingquan Pan ◽  
Zongkui Zhou ◽  
Fan Ping ◽  
Lei Han
Keyword(s):  
Middle Childhood ◽  
Moral Disengagement ◽  
Aggressive Behaviors

A Multitrait-multimethod Analysis of Aggressive Behaviors in Middle Childhood

2012 ◽  
Vol 43 (3) ◽  
pp. 294-307 ◽  
Author(s):  
Shu-Qiong WANG ◽  
Wen-Xin ZHANG ◽  
Liang CHEN ◽  
Hai-Lei LI ◽  
Chun LI ◽  
...  
Keyword(s):  
Middle Childhood ◽  
Aggressive Behaviors

Social Development of Twins

2006 ◽  
Vol 9 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Lisabeth Fisher DiLalla
Keyword(s):  
Social Interactions ◽  
Middle Childhood ◽  
Prosocial Behaviors ◽  
Growing Up ◽  
Aggressive Behaviors ◽  
Same Sex ◽  
Peer Play ◽  
Follow Up Study ◽  
Competing Hypotheses

AbstractThis project sought to examine 2 competing hypotheses: first, that twins are likely to be more prosocial by virtue of growing up with another same-age peer in the home, or second, that they are less prosocial because they have become more comfortable interacting with a same-age peer who is both genetically and environmentally similar to themselves and therefore they are less comfortable with other children who are dissimilar. Two studies were conducted to compare twins to singletons on measures of prosocial and aggressive behaviors. In Study 1, 5-year-olds (N = 91 twins and N = 152 singletons) engaged in a peer play situation with an unfamiliar, same-age, same-sex peer, and they were rated on items assessing prosocial and aggressive behaviors. Results showed that twins were less prosocial but not more aggressive than were singletons. In Study 2, which was a supplemented follow-up study of twins in Study 1, 10- to 15-year-old twins (N = 98) and singletons (N = 84) were rated by their parents on prosocial and aggressive behaviors. No significant differences were found between the groups on prosocial behavior, but twins were rated as more aggressive than singletons. Thus, in early childhood twins appear to exhibit fewer prosocial behaviors with unfamiliar peers, but this prosocial deficit was not aligned with parent-reported prosocial behaviors in adolescence. In adolescence, twins were rated by parents as more aggressive. These studies suggest that twins may be at risk for poorer social interactions in early and middle childhood.

scholarly journals Development of aggressive-victims from childhood through adolescence: Associations with emotion dysregulation, withdrawn behaviors, moral disengagement, peer rejection, and friendships

2019 ◽  
Vol 32 (1) ◽  
pp. 271-291 ◽  
Author(s):  
Idean Ettekal ◽  
Gary W. Ladd
Keyword(s):  
Middle Childhood ◽  
Emotion Dysregulation ◽  
Moral Disengagement ◽  
Peer Rejection ◽  
Individual Characteristics ◽  
Childhood And Adolescence ◽  
Relational Experiences ◽  
Grade Levels ◽  
Developmental Continuity ◽  
Aggressive Victims

AbstractAt multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.

scholarly journals Self-control and cooperation in childhood as antecedents of less moral disengagement in adolescence

2021 ◽  
pp. 1-11
Author(s):  
Zehra Gülseven ◽  
Mark Vincent B. Yu ◽  
Nicole Zarrett ◽  
Deborah Lowe Vandell ◽  
Sandra D. Simpkins
Keyword(s):  
Social Cognition ◽  
Middle Childhood ◽  
Moral Disengagement ◽  
Self Control

Abstract Moral disengagement is a social cognition people use to engage in wrongdoings even when they know it is wrong. However, little is known about the antecedents that predict moral disengagement. The current study focuses on the development of self-control and cooperation during middle childhood as two antecedents of moral disengagement among 1,103 children (50% female; 77% White, 12% Black, 6% Hispanic, and 5% other). Children's self-control at age 8 and growth in self-control from age 8 to 11 were positively linked to adolescents seeing themselves as having self-control at age 15, which then predicted less moral disengagement at age 18. Children's cooperation at age 8 also was positively linked to adolescents’ self-views of cooperation at age 15, which in turn, was associated with less moral disengagement at age 18. These findings demonstrate the potential of self-control and cooperation as intrapersonal and interpersonal strengths during middle childhood for mitigating moral disengagement 10 years later.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

Middle Childhood: Period of Latency or Context of Development?

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (39) ◽  
Author(s):  
Patricia T. Ashton
Keyword(s):  
Middle Childhood
Sign in / Sign up

Export Citation Format

Share Document