Conditions which may affect the judgments of goodness and badness in school children - focussed on excuses and justifications-

在这个项目中，我们试图阐明儿童如何接受关于成就、常规程序和社会道德的学校规范，作为抱负或义务的学校规范，以及他们如何在提高成绩的同时将其内化为自己的规范。2、5、8年级儿童被要求以简单的好或坏、有原谅条件的规范和有正当条件的规范的形式对规范进行评分。他们对有条件或无条件的善行和坏事的评分被用来表示正常的意识强度和尽职尽责或渴望的取向。主要研究结果如下：社会道德领域的常模在所有年级都具有高度的自觉性和尽职性。在整个年级中，成就项目被认为是中等重要和令人向往的。对于程序领域的规范，二年级学生认为它们是最重要和最有责任的。在三个年级中，二年级学生认为偏离正常标准的情况最严重，五年级学生允许亲社会条件下的偏差，八年级学生倾向于在自我实现条件下评估这些偏离。这些发现表明，在二年级学生中，程序性规范被认为是严格强加的规范。但随着年级的增长，他们对程序的认知倾向于向达到目标的手段转变，允许自己视情况而定地违反程序，但由于一些常模的结果与一般倾向不一致，我们又做了两个调查，分别考察了原谅条件对成就领域的影响和正当条件对程序领域的影响。我们现在正在分析新的数据，以澄清孩子们对学校规范的认可程度。

In this project we tried to clarify how children accepted school norms concerning achievements, conventional procedures and social morals, as aspirational or dutiful one, and how they internalized them as their own norms along with raising grades. 2nd, 5th and 8th grade children were asked to rate norms in the form of simple goodness or badness, norms with excusing conditions and norms with justificatory conditions. Their rating scores to good and bad deeds with or without conditions were used to show norm intensity of consciousness and dutiful or aspirational orientations.Major findings are as follows.Norms concerning social moral domains are highly conscious and dutifully oriented in all grades. Achievement items are conceived as mediately important and aspirational throughout grades. As for norms in procedural domain, 2nd graders consider them the most important and dutiful. 2nd graders considered veviations from norms the worst among three graders, while 5th graders permit the deviations in prosocial conditions and 8th graders tend toevaluate them in self actualization conditions. These findings suggest that procedural norms are conceived as strictly imposed norms in 2nd graders. But as grade grows up, their recognitions of procedures are inclined to change toward means for goal attainments and they permit themselves to break procedures depending on situations, But since the results of some norms were incongruent with general tendencies, we made two further survey, concerning the effects of excusing conditions on achievement domain and of justificatory conditions on procedure domain. We are now analyzing new data to clarify children's recognition of school norms.