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

在这个项目中，我们试图澄清孩子们是如何接受学校关于成就、传统程序和社会道德的规范的，作为一种愿望或责任，以及他们如何将其内化为自己的规范，同时提高成绩。二年级，五年级和八年级的孩子被要求以简单的好或坏，有借口条件的规范和有理由条件的规范的形式对规范进行评级。他们对有条件或没有条件下的好行为和坏行为的评分被用来显示意识的规范强度和尽职或抱负取向。主要研究结果如下。有关社会道德领域的规范在所有年级都是高度自觉和尽责导向的。成就项目在整个年级中都被认为是最重要和最令人向往的。对于程序领域的规范，二年级学生认为是最重要和最应尽的。二年级学生对规范偏差的评价在三年级中最差，五年级学生在亲社会条件下允许偏差，八年级学生在自我实现条件下倾向于对规范偏差进行评价。这些发现表明程序规范被认为是二年级学生严格强加的规范。但随着年龄的增长，他们对程序的认识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倾向不一致，我们进一步进行了两个调查，即原谅条件对成就领域的影响和辩护条件对程序领域的影响。我们现在正在分析新的数据，以澄清儿童对学校规范的认识。

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.