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

可能影响学童好坏判断的条件 - 重点是借口和理由 -

基本信息

批准号：
03610040
负责人：
AKOH Hiroshi
金额：
$ 1.41万
依托单位：
Chiba University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1991
资助国家：
日本
起止时间：
1991 至 1992
项目状态：
已结题

项目摘要

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.

在这个项目中，我们试图阐明儿童是如何接受学校关于成绩、常规程序和社会道德的规范，作为有抱负的或有责任感的规范，以及他们是如何将这些规范内化为自己的规范，并沿着成绩的提高。要求二、五、八年级儿童对简单的好与坏的规范、有借口的规范和有正当性的规范进行评价。结果表明：社会道德领域的行为规范在各年级都具有高度的自觉性和责任取向，社会道德领域的行为规范在各年级都具有高度的自觉性和责任取向。成就项目被认为是非常重要的，并在整个年级的愿望。至于程序领域的规范，二年级学生认为它们是最重要、最有责任的。在三个年级中，二年级学生认为偏离规范的情况最差，五年级学生在亲社会条件下允许偏离，八年级学生倾向于在自我实现条件下评价偏离。这些研究结果表明，程序规范被认为是严格规定的规范，在二年级学生。但随着年级的增长，他们对程序的认知倾向于向实现目标的手段转变，他们允许自己根据情况打破程序。但由于某些规范的结果与一般趋势不一致，我们进一步调查了原谅条件对成就域和正当化条件对程序域的影响。我们现在正在分析新的数据，以澄清儿童对学校规范的认识。