Children's Moral Self-Concept: The Role of Aggression and Parent–Child Relationships

Sengsavang, Sonia; Krettenauer, Tobias

doi:10.13110/merrpalmquar1982.61.2.0213

Cited by 26 publications

(30 citation statements)

References 2 publications

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“…Participants completed the Children's Moral Self Puppet Interview (Krettenauer et al, 2013 ; Sengsavang and Krettenauer, 2015 ). In this interview, children watched 23 short videos of two puppets engaging in a dialog about (im) moral preferences.…”

Section: Methodsmentioning

confidence: 99%

Why be moral? Children's explicit motives for prosocial-moral action

2015

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Recent research on young children's morality has stressed the autonomous and internal nature of children's moral motivation. However, this research has mostly focused on implicit moral motives, whereas children's explicit motives have not been investigated directly. This study examined children's explicit motives for why they want to engage in prosocial actions and avoid antisocial behavior. A total of 195 children aged 4–12 years were interviewed about their motives for everyday prosocial-moral actions, as well as reported on their relationship with their parents. Children's explicit motives to abstain from antisocial behavior were found to be more external and less other-oriented than their motives for prosocial action. Motives that reflected higher levels of internal motivation became more frequent with age. Moreover, positive parent-child relationships predicted more other-oriented motives and greater explication of moral motives. Overall, the study provides evidence that children's explicit moral motivation is far more heterogeneous than prominent theories of moral development (past and present) suggest.

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Section: Methodsmentioning

confidence: 99%

Why be moral? Children's explicit motives for prosocial-moral action

2015

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“…In a series of studies, Kochanska and colleagues provided important insights into the development of preschoolers’ moral self as a precursor of adolescents’ moral identity (Kochanska, 2002; Kochanska, Koenig, Barry, Kim, & Yoon, 2010). Krettenauer, Campbell, and Hertz (2013) investigated the development of the moral self in middle childhood and provided evidence that children’s moral self-concept becomes increasingly predictive of moral emotions and social behavior between the ages of 5 and 12 years (see also Sengsavang & Krettenauer, 2015).…”

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confidence: 99%

Age-related differences in moral identity across adulthood.

Krettenauer¹,

Murua²,

Jia³

2016

Developmental Psychology

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In this study, age-related differences in adults' moral identity were investigated. Moral identity was conceptualized a context-dependent self-structure that becomes differentiated and (re)integrated in the course of development and that involves a broad range of value-orientations. Based on a cross-sectional sample of 252 participants aged 14 to 65 years (148 women, M = 33.5 years, SD = 16.9) and a modification of the Good Self-Assessment, it was demonstrated that mean-level of moral identity (averaged across the contexts of family, school/work, and community) significantly increased in the adult years, whereas cross-context differentiation showed a nonlinear trend peaking at the age of 25 years. Value-orientations that define individuals' moral identity shifted so that self-direction and rule-conformity became more important with age. Age-related differences in moral identity were associated with, but not fully attributable to changes in personality traits. Overall, findings suggest that moral identity development is a lifelong process that starts in adolescence but expands well into middle age. (PsycINFO Database Record

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“…The absence of a moral dimension in the curriculum has been associated with negative behaviors, both for students and adults. For students, lower levels of moral development are related to higher levels of aggression (Sengsavang & Krettenauer, 2015) and juvenile delinquency (Chudzik, 2007). For adults, low moral developmental levels are related to domestic abuse (Buttell, 2003), inappropriate behaviors in the workplace (Hastings & Finegan, 2014), opportunism on the part of corporate leaders and politicians (Besio & Pronzini, 2014), and insensitivity on social issues such as climate change (Severson & Coleman, 2015).…”

Section: Moral Dimensionmentioning

confidence: 99%

Supervision’s New Challenge: Facilitating a Multidimensional Curriculum

Gordon¹

2018

ubsw-j-jes.ubiquityjournal.website

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In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural, democratic, creative-artistic, and health and physical dimensions. I provide a rationale for including each of the seven dimensions, and recommend integrating the seven dimensions within a holistic curriculum. I contend that each dimension of the proposed curriculum will promote learning in the other dimensions. The suggested curriculum development process involves the supervisor facilitating professional development for teachers and curriculum design by teachers. Finally, I recommend a three-phase model for curriculum development leading to the multidimensional curriculum, with continuous curriculum development at the school, team, and individual level.

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Children's Moral Self-Concept: The Role of Aggression and Parent–Child Relationships

Cited by 26 publications

References 2 publications

Why be moral? Children's explicit motives for prosocial-moral action

Why be moral? Children's explicit motives for prosocial-moral action

Age-related differences in moral identity across adulthood.

Supervision’s New Challenge: Facilitating a Multidimensional Curriculum

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