From being nice to being kind: development of prosocial behaviors

Malti, Tina; Dys, Sebastian P.

doi:10.1016/j.copsyc.2017.07.036

Cited by 97 publications

(75 citation statements)

References 31 publications

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“…We consider the value-meaning sphere as a single holistic system, having a complex structure, consisting of many elements connected to each other. This system is inextricably connected with personality, implemented by making personal decisions and activities (Malti, Dys, 2018;Camras, 2017) The value-meaning sphere is a dynamic system that has been formed over many years and is constantly changing and improving throughout a person's life. The development of the value-meaning sphere is a deep intraspersonal process, the essence of which, as noted by E.Yu.…”

Section: Discussionmentioning

confidence: 99%

Research on the structure of values of 6-7 years old children

et al. 2020

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The article presents the results of the study of the value structure of 6-7 years old children. The relevance of the study is caused by the role that childhood has on subsequent human development. The basic values that determine human development are formed at the age of 7 years. However, the study of the value sphere of children presents a number of difficulties - the limited methods and techniques that allow us to explore the value sphere of children, the closeness of the family for scientific research, the insufficient social experience of the child himself, differences in the level of communicative development of children and a number of other difficulties and restrictions. At the same time, the use of various research methods - projective, standardized, observations provides empirical data on the structure of values of 6-7 years old children. Both projective and standardized techniques were used in the study. The results show that the development of the value sphere in children 6-7 occurs very unevenly: from complete amorphism to the presence of a clear hierarchical structure. There are confirmed differences in the structure of preferred values among boys and girls. Girls aged 6-7 choose values related to the communicative sphere, while boys of this age are guided by values that are active character.

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Section: Discussionmentioning

confidence: 99%

Research on the structure of values of 6-7 years old children

et al. 2020

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“…During middle childhood, children report increasing levels of moral emotions and reason in more moral, and less self-oriented ways (Malti & Ongley, 2014). Yet, the literature is still not clear whether advances in moral development are accompanied by increases in prosocial behavior (Malti & Dys, 2018).…”

Section: Systems Of Value Importancementioning

confidence: 99%

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior

et al. 2020

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Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social‐Focus, Self‐Focus, Growth‐Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social‐Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self‐Focus among boys) than older ones. Girls were more likely to have a Social‐Focus profile or transfer to it, and less likely to have a Self‐ or Growth‐Focus profile than boys. Social‐Focus profile membership over time predicted more prosocial and less aggressive behavior.

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“…Por ejemplo, una vez un grupo de menores haga una distribución de recursos considerada injusta, pueden justificarse como grupo o individualmente diciendo que los receptores de los recursos son de un grupo diferente al propio, que se han portado mal en el pasado, o que la distribución es culpa del grupo y no de ellos, que solo se conformaron con lo que el grupo decidió; de este modo, se indica no solo una glorificación de grupo, sino la emergencia de lealtad que es esperada entre niños desde los cinco años (Misch, Over, & Carpenter, 2014;Peplak, Song, Colasante, & Malti, 2017;Mulvey, 2016). Afirmaciones verbales del tipo "no jugué con él/ella, porque no es mi amigo(a)" o "él se porta mal y por eso no jugamos con él", que reportan Wainryb y Brehl (2006) para situaciones en las que hay transgresiones morales en edad prescolar, encajan en mecanismos como la difusión de la responsabilidad, la comparación ventajosa o la culpabilización de la víctima.…”

Section: Implicaciones Teóricasunclassified

Desentendimiento Moral Y Atribución De Culpa: Encuentros Y Desencuentros en El Estudio De La Cognición Moral

Romero

2020

Rev. colomb. psicol.

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El estudio de la cognición moral pareciera estar marcado por dos tradiciones: una centrada en el estudio del procesamiento de información referente a la causalidad y la intencionalidad, y otra que, con origen en posturas sociocognitivas, privilegia la agencia moral y regulación conductual más allá del procesamiento. Así, pareciera existir una brecha entre el estudio del razonamiento y el estudio de la conducta cuando se habla de moral. La presente propuesta muestra una interacción entre un modelo de culpa (path model) centrado en el procesamiento de información y el Desentendimiento Moral (DM) como un conjunto de mecanismos que surgen para justificar la conducta inmoral. Si bien la integración no es completa, aporta a una visión de la cognición moral centrada en la regulación social y en las interacciones entre juicios y respuestas evidentes en las interacciones sociales. Adicionalmente, como producto de la interacción se presenta una propuesta metodológica para indagar por el origen del DM en el desarrollo.

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From being nice to being kind: development of prosocial behaviors

Cited by 97 publications

References 31 publications

Research on the structure of values of 6-7 years old children

Research on the structure of values of 6-7 years old children

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior

Desentendimiento Moral Y Atribución De Culpa: Encuentros Y Desencuentros en El Estudio De La Cognición Moral

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