发展包容青年:儿童道德推理预测包容取向。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Social Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-08-07 DOI:10.1007/s11218-025-10117-6
Kathryn M Yee, Kate Luken Raz, Riley N Sims, Melanie Killen
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引用次数: 0

摘要

本研究考察了儿童在群体间排斥情境下的道德推理与包容态度和行为的关系。样本为528名学生(M年龄= 9.19,SD = 0.90;264名三至五年级的女孩参加了“发展包容性青年”(DIY)计划,该计划通过各种小组间情景和同伴讨论,为道德推理提供了结构化的机会。结果表明,更频繁地使用道德推理预示着在多种措施中更大的包容性。参与更高水平道德推理的儿童对排斥表现出更多的负面评价,对来自多个种族群体的同龄人表现出更大的同理心,并且更渴望与这些同龄人一起玩耍。然而,道德推理与对包容的期望或对男孩或女孩的态度没有显著关联。道德推理与参与者人口统计(种族、性别、年级)之间没有显著的相互作用,这表明了广泛适用的影响。这些发现强调了道德推理是促进儿童包容性取向的关键机制,特别是在涉及种族多样性的背景下。未来的研究应该探索道德推理如何与其他因素相互作用,如移情、换位思考和群体规范,以支持跨社会背景的包容性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

<i>Developing inclusive youth</i>: children's moral reasoning predicts inclusive orientations.

<i>Developing inclusive youth</i>: children's moral reasoning predicts inclusive orientations.

<i>Developing inclusive youth</i>: children's moral reasoning predicts inclusive orientations.

Developing inclusive youth: children's moral reasoning predicts inclusive orientations.

This study examined how children's moral reasoning in response to intergroup exclusion scenarios relates to inclusive attitudes and behaviors. A sample of 528 students (M age = 9.19, SD = 0.90; 264 girls) in third through fifth grade participated in the Developing Inclusive Youth (DIY) program, which provided structured opportunities for moral reasoning through varied intergroup scenarios and peer discussions. Results showed that more frequent use of moral reasoning predicted greater inclusivity across multiple measures. Children who engaged in higher levels of moral reasoning demonstrated more negative evaluations of exclusion, greater empathy toward peers from multiple racial groups, and a stronger desire to play with those peers. However, moral reasoning was not significantly associated with expectations for inclusion or with attitudes toward boys or girls. No significant interactions emerged between moral reasoning and participant demographics (race, gender, grade), suggesting broadly applicable effects. These findings highlight moral reasoning as a key mechanism for promoting inclusive orientations in childhood, particularly in contexts involving racial diversity. Future research should explore how moral reasoning interacts with other factors, such as empathy, perspective-taking, and group norms, to support inclusivity across social contexts.

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来源期刊
Social Psychology of Education
Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-
CiteScore
5.40
自引率
3.40%
发文量
59
期刊介绍: The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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