Best Friends’ Discussions of Social Dilemmas

McDonald, Kristina L.; Malti, Tina; Killen, Melanie; Rubin, Kenneth H.

doi:10.1007/s10964-013-9961-1

Cited by 15 publications

(14 citation statements)

References 41 publications

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“…Ao contrário do hipotetizado (hipótese 2), não foi identificado um efeito de gênero na QA. Não obstante a literatura apontar que as amizades no gênero feminino sejam pautadas no diálogo, intimidade, empatia, resolução de conflitos, cooperação e entreajuda (Hall, 2011;McDonald, Malti, Killen, & Rubin, 2014;Steinberg & Morris, 2001;Watson, 2012), enquanto as do gênero masculino se expressem na partilha de informações e atividades coletivas, esse padrão não foi verificado no presente estudo. Assim, o enfoque superior no estatuto e no papel que caracteriza as amizades no gênero masculino, e que é influenciado por dimensões mais estruturadas (por exemplo, decorrentes de circunstâncias como o trabalho, o clube, entre outros) (Hall, 2011;Watson, 2012), poderá não se ter feito sentir na presente amostra, dado ser constituída por participantes com idades e em um período do desenvolvimento em que essas dimensões ainda não são muito prevalentes.…”

Section: Discussionunclassified

Relações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar

Carvalho

Fernandes

Câmara

et al. 2017

Estud. psicol. (Campinas)

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Resumo No presente estudo, analisou-se a relação entre a qualidade das relações de amizade e as autoperceções dos adolescentes, expressas no seu autoconceito. A amostra foi constituída por 65 estudantes portugueses, com idades compreendidas entre os 12 e os 16 anos (M = 14). Os instrumentos foram o Questionário de Qualidade da Amizade e a versão portuguesa do Perfil de Autoperceção da Escala de Autoconceito para Adolescentes. Através de análises correlacionais, verificou-se uma relação entre a qualidade das relações de amizade e o autoconceito, sendo a dimensão companheirismo e recreação preditora do autoconceito global. Verificou-se, ainda, a ausência de um efeito de gênero na qualidade reportada das relações de amizade. Pelo contrário, ocorreu um efeito moderado do gênero no autoconceito, nomeadamente nas dimensões competência escolar, competência atlética, aparência física e autoestima, com o gênero masculino apresentando resultados médios superiores. Os resultados foram discutidos tendo em conta a importância das relações sociais para o desenvolvimento na adolescência.

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Section: Discussionunclassified

Relações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar

Carvalho

Fernandes

Câmara

et al. 2017

Estud. psicol. (Campinas)

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“…High intimacy facilitates more active interactions that promote knowledge acquisition (Newcomb & Bagwell, 1995). Moreover, interactions with close friends generate interactive utterances, such as refinement or criticism of the ideas of others, which result in knowledge improvement (Azmitia & Montgomery, 1993;McDonald, Malti, Killen, & Rubin, 2014). With these studies, we also examined differences in error bias between child-child pairs.…”

Section: Highlightsmentioning

confidence: 99%

Mechanisms leading to misattribution errors and cooperative knowledge acquisition

Nada

Maruno

2017

Infant and Child Development

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This study sought to clarify the process of knowledge acquisition by examining why people tend to misattribute others' activities as their own after having interacted with them. In Study 1, an experiment was conducted with 4‐year‐old children allocated to 2 groups: one group of children interacted with an adult, and the other group interacted with a peer. The latter group was further divided into 2 subgroups on the basis of the strength of children's friendships (high intimacy vs. low intimacy). Children in the low intimacy condition demonstrated more misattributions and greater knowledge acquisition. Study 2 focused on interactions and revealed that knowledge acquisition was influenced by the nature of children's interactions, which depended on the strength of their friendships. Those in the low intimacy condition (i.e., weaker friendships) provided their peers with appropriate support sufficient to complete a task but did not unilaterally complete tasks for their peers. These results suggest that misattribution occurs when individuals actively participate in interactions with others, and that new knowledge is acquired as they internalize the knowledge of others. Highlights This paper examined the role of “error bias” (a tendency to mistakenly attribute others' activities to oneself more often than attributing one's own activities to others) in knowledge acquisition. Error bias occurred in child‐child pairs with low intimacy more often than in adult‐child pairs, as the level of intimacy leads to differences in attitudes to taking part in interactions. The findings suggest that although intimacy is useful for starting active interactions with others, meaningful interactions that lead to knowledge acquisition are developed through an individual's recognition of appropriate ways of interacting with others.

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“…While these studies have produced clear and consistent results demonstrating significant negative associations between students' attitudes toward cheating and their engagement in it, they do not ask what domain of behavior students' might use to classify or judge academic dishonesty. In short, it's clear students see cheating as “wrong” (to varying degrees depending on the type of behavior; see, e.g., Stephens et al, 2007 ), but left unclear whether students believe the behaviors to be “morally wrong” (for exceptions, see Murdock et al, 2004 ; McDonald et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…In one of the few exceptions, McDonald et al ( 2014 ) adopt social domain theory (SDT) to investigate how adolescent peers discuss social dilemmas, including one (among six) on academic dishonesty (i.e., looking at answers to a test left on the teacher's desk). SDT (Turiel, 1983 ; Nucci, 2001 ; Smetana, 2006 ) posits that when making social judgments, individuals consider information and issues from three distinct (with some intersecting and overlapping) domains of social knowledge: (1) personal , which includes those choices or behaviors regarded as matters of individual autonomy and choice, including those rooted in pragmatic or prudential concerns; (2) conventional , comprising cultural customs and societal rules that prescribe (or proscribe) a set of norms governing individual behavior; and (3) moral , actions that involve issues of justice, fairness, welfare, and rights—actions that one should or should not do, even in the absence of conventions.…”

Section: Introductionmentioning

confidence: 99%

Bridging the Divide: The Role of Motivation and Self-Regulation in Explaining the Judgment-Action Gap Related to Academic Dishonesty

Thomas

2018

Front. Psychol.

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There is often a divide between moral judgment and moral action; between what we believe we ought to do (or not do) and what we do. Knowledge of this divide is not new, and numerous theories have attempted to offer more robust accounts of ethical decision-making and moral functioning. Knowledge of widespread academic dishonesty among students is also not new, and several studies have revealed that many students report cheating despite believing it is wrong. The present study, involving cross-sectional survey data from a sample of secondary students (N = 380) in the United States, contributes to the literature on this important area of theory and research by fulfilling three broad purposes. The first purpose concerned the assessment of students' judgments related to academic dishonesty, and offered evidence for the utility of a new instrument that measures what domain (personal, conventional, or moral) students use to categorize various types of cheating behavior rather than how much they believe it to be wrong. The second purpose involved exploring the relations between domain judgments and engagement in academic dishonesty, and results provided evidence for the hypothesis that students who believed an action to be morally wrong would be less likely to report doing it. Finally, the third and most important purpose of the study involved bridging the divide between moral judgment and action of academic dishonesty by testing competing theoretical models of moral functioning. Results indicated that the data demonstrated the best fit to a modified version of the hypothesized four-component model, whereby self-regulation (in the form of selective moral disengagement) played a significant mediating role in the relations between moral judgment and academic dishonesty, and that moral judgment also affected self-regulation indirectly through moral motivation (i.e., responsibility judgments). In brief, findings from this study offer support for the contention that moral functioning is both multi-component and effortful. Moral judgment is important, but only one of several components needed for effective moral functioning, and motivation and self-regulation play critical mediating roles in helping to bridge the divide between judgment and action.

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Best Friends’ Discussions of Social Dilemmas

Cited by 15 publications

References 41 publications

Relações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar

Relações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar

Mechanisms leading to misattribution errors and cooperative knowledge acquisition

Bridging the Divide: The Role of Motivation and Self-Regulation in Explaining the Judgment-Action Gap Related to Academic Dishonesty

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