Childrearing Practices and Moral Development: Generalizations from Empirical Research

Hoffman, Martin L.

doi:10.2307/1126729

Cited by 26 publications

(32 citation statements)

References 23 publications

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“…As opposed to simply expressing disappointment or disapproval to the child (e.g., Gershoff et al 2010), parental expression of disappointed expectations reminds the child (or adolescent) that he or she is capable of better behavior or a higher moral standard (Krevans and Gibbs 1996;Patrick and Gibbs 2007). Expressions of disappointed expectations are theoretically distinct from ego attacks that chastise the child for poor performance (Hoffman 1963). Ego attacks, as tactics to trigger feelings of shame in the child, may reflect love withdrawal (featuring removal of emotional support or parental rejection).…”

Section: Introductionmentioning

confidence: 99%

Inductive Discipline, Parental Expression of Disappointed Expectations, and Moral Identity in Adolescence

Patrick

Gibbs

2011

J Youth Adolescence

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Within the fields of socialization and moral development, the relationship of parenting to adolescents' sense of morality and self has been understudied. This study investigated the relationships between perceived parental disciplinary techniques and moral identity among early and middle adolescents. Participants included 93 (54% female) 5th, 8th and 10th graders, as well as their mothers. Students completed self-report measures concerning their mothers' disciplinary techniques and moral self-concept; mothers reported specifically on parental discipline frequency. The parental discipline measure was structured in terms of Hoffman's typology of induction, love withdrawal, and power assertion. Adolescents reported the frequency of their mothers' disciplinary techniques, as well as their perceptions (fairness or appropriateness evaluations, emotional reactions) concerning their mothers' most frequently used technique. Parental induction (orienting the transgressor to the plight of the victim) and expression of disappointed expectations were viewed as more appropriate and responded to with more positive emotion and guilt relative to other disciplinary techniques (e.g., power assertion). In addition, parental use of inductive discipline (including parental disappointment) during the adolescent years related to higher moral identity, defined in terms of the ascription of specifically moral (e.g., fair, kind) over non-moral (e.g., athletic, smart) qualities to the self. In contrast, love withdrawal and power assertion did not relate to moral identity. The findings suggest that parental expression of disappointed expectations, especially when perceived favorably, plays an important role in the formation of moral identity during the adolescent years.

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Section: Introductionmentioning

confidence: 99%

Inductive Discipline, Parental Expression of Disappointed Expectations, and Moral Identity in Adolescence

Patrick

Gibbs

2011

J Youth Adolescence

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“…As was stated, these variables can be regarded as being emotional in nature: motives such as hedonism, shame, and guilt. The role played by these motives in the process of moral development has been recognized by several authors (Bull, 1969;Gilligan, 1976;Hoffman 1963Hoffman , 1976Hoffman and Salzstein, 1967;Hogan, 1973;Lickona, 1974;Wright, 1971), andKohl berg (1969) has theorized about their respective links to the use of different moral stages. As motives, the variables of shame and guilt induce the self to focus on the importance of others' evaluations of what constitutes appropriate thought and action.…”

Section: Compartmentalized Moral Structuresmentioning

confidence: 98%

Stage Acquisition and Stage Use

Levine¹

1979

Human Development

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This paper evaluates two developmental perspectives on moral reasoning. While their interpretations differ, both perspectives use stage displacement models to depict moral development. These perspectives assume that as ontogenesis proceeds, the role played by earlier acquired moral stages becomes increasingly insignificant in comparison with the role played by more advanced stages. The discussion argues that the use of displacement models inhibits an adequate integration and understanding of the research findings on moral development. A nondisplacement perspective is outlined to correct for this deficiency.

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“…An integral dimension of the socialization process is the style of discipline or management used by a socializing agent. Numerous studies have examined the disciplinary practices of parents as socializing agents, but there is a lack of such studies with the teacher as the object of study (16,17,24).…”

Section: Douglas K Smith Georgia State Universitymentioning

confidence: 99%

Teacher Styles of Classroom Management

Smith

1978

The Journal of Educational Research

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Childrearing Practices and Moral Development: Generalizations from Empirical Research

Cited by 26 publications

References 23 publications

Inductive Discipline, Parental Expression of Disappointed Expectations, and Moral Identity in Adolescence

Inductive Discipline, Parental Expression of Disappointed Expectations, and Moral Identity in Adolescence

Stage Acquisition and Stage Use

Teacher Styles of Classroom Management

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