Moral emotions and moral judgments in children's narratives: Comparing real-life and hypothetical transgressions

Gutzwiller-Helfenfinger, Eveline; Gasser, Luciano; Malti, Tina

doi:10.1002/cd.273

Cited by 26 publications

(14 citation statements)

References 32 publications

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“…Third, innovative methodologies for the study of children's moral emotions are warranted. For example, researchers have begun to use narrative approaches to the study of moral emotion, which can reveal important information about how children construct their own emotional experiences in moral encounters (Gutzwiller-Helfenfinger, Gasser, & Malti, 2010;Wainryb & Recchia, 2012). Furthermore, incorporating cognitive measures, such as eye tracking, in conjunction with emotion recognition technology can help developmental scientists further understand the interaction between attentional mechanisms and affective responses in morally salient situations.…”

Section: Developmental Perspective 15mentioning

confidence: 99%

A Developmental Perspective on Moral Emotions

Malti

Dys

2013

Topoi

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This article outlines a developmental approach to the study of moral emotions. Specifically, we describe our developmental model on moral emotions, one in which emotions and cognitions about morality get increasingly integrated and coordinated with development, while acknowledging inter-individual variation in developmental trajectories across the lifespan. We begin with a conceptual clarification of the concept of moral emotions. After a brief review of our own developmental approach to the study of moral emotions, we provide a selective summary of the developmental literature on negatively and positively valenced moral emotions, and describe a recent line of developmental research on the anticipation of negatively and positively valenced moral emotions in multifaceted contexts of social exclusion and inclusion. Next, we describe what it means to take a developmental perspective on moral emotions. Finally, we provide some preliminary conclusions and recommendations for future work to the developmental study of moral emotions. AbstractThis article outlines a developmental approach to the study of moral emotions.

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Section: Developmental Perspective 15mentioning

confidence: 99%

A Developmental Perspective on Moral Emotions

Malti

Dys

2013

Topoi

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“…Whereas the features deemed relevant to the forgiveness decision are spelled out in hypothetical stimuli, in real‐life children weighing forgiveness will attend selectively only to features that seem salient to them, and will make inferences about these features (e.g., was his apology genuine or contrived?). This is to say that, though informative, findings drawn from hypothetical stimuli may miss or distort significant aspects of experiences (Gutzwiller‐Helfenfinger, Gasser, & Malti, ; Wainryb, Brehl, & Matwin, ); hypothetical judgments also are known to underestimate children's capacities (Brownell, Lemerise, Pelphrey, & Roisman, ). Furthermore, extant research has focused exclusively on forgiveness, but many conflicts do not end in forgiveness, and most children forgive on some occasions and not others.…”

Section: Introductionmentioning

confidence: 99%

To err is human: Forgiveness across childhood and adolescence

et al. 2019

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This study examined children's and adolescents' narrative accounts and evaluations of an instance when they forgave a peer and an instance when they did not forgive, as well as their definitions of what it means to forgive. The sample included 100 participants in three age groups (7‐, 11‐, and 16‐year olds). Regardless of age, forgiveness and non‐forgiveness accounts differed in interpersonal features, such as how they responded when hurt and whether the peer apologized. The psychological features of the experiences involving their own thoughts and feelings also distinguished between events that were forgiven and those that were not, but did so for 16‐year olds and, sometimes, for 11‐year olds, but never for 7‐year olds. The distinct ways in which younger and older children narrated their experiences also were reflected in their evolving definitions of what it means to forgive, though children's definitions revealed aspects of their thinking not captured in their narratives. Finally, children at all ages judged forgiving favorably but, with age, their evaluations of not forgiving became less negative. These findings challenge the narrow conceptual and methodological lenses through which forgiveness had been examined, and underscore meaningful age differences in the ways children make sense of and evaluate forgiveness and non‐forgiveness.

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“…While moral reasoning about actual and hypothetical events does correspond (Turiel, 2008), typical hypothetical transgressions possess less complexity than real-life morally relevant situations (Gutzwiller-Helfenfinger, Gasser, & Malti, 2010). Innovative hypothetical transgressions that better approximate the real world, through greater complexity and more vivid detail, may extend existing knowledge.…”

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confidence: 96%

Moral motivation in defending classmates victimized by bullying

Kollerová

Janošová

Říčan

2015

European Journal of Developmental Psychology

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The study addresses factors that relate to defending of classmates victimized by bullying in early adolescence. Specifically, it examines whether moral motivationmeasured as a combination of emotion attributions and their justifications in response to a hypothetical transgression-predicts defending in context of gender, social preference, perceived popularity and teacher support. We gathered singletime-point data on a sample of 512 sixth-graders (aged 11 -13 years). A three-step hierarchical regression analysis showed that defending was positively predicted by:(1) moral motivation, when gender, social preference, perceived popularity and teacher support were accounted for; (2) interaction between moral motivation and social preference, when all other independent variables were accounted for. Simple slopes indicated that increased social preference strengthened the link between moral motivation and defending. The full model explained 40.5% of the variance in defending. The findings underscore the relevance of morality and its interplay with social preference in understanding defending.

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Moral emotions and moral judgments in children's narratives: Comparing real-life and hypothetical transgressions

Cited by 26 publications

References 32 publications

A Developmental Perspective on Moral Emotions

A Developmental Perspective on Moral Emotions

To err is human: Forgiveness across childhood and adolescence

Moral motivation in defending classmates victimized by bullying

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