Kathryn M Yee, Kate Luken Raz, Riley N Sims, Melanie Killen
{"title":"发展包容青年:儿童道德推理预测包容取向。","authors":"Kathryn M Yee, Kate Luken Raz, Riley N Sims, Melanie Killen","doi":"10.1007/s11218-025-10117-6","DOIUrl":null,"url":null,"abstract":"<p><p>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 (<i>M</i> <sub><i>age</i></sub> = 9.19, <i>SD</i> = 0.90; 264 girls) in third through fifth grade participated in the <i>Developing Inclusive Youth</i> (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.</p>","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"156"},"PeriodicalIF":3.2000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12331802/pdf/","citationCount":"0","resultStr":"{\"title\":\"<i>Developing inclusive youth</i>: children's moral reasoning predicts inclusive orientations.\",\"authors\":\"Kathryn M Yee, Kate Luken Raz, Riley N Sims, Melanie Killen\",\"doi\":\"10.1007/s11218-025-10117-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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 (<i>M</i> <sub><i>age</i></sub> = 9.19, <i>SD</i> = 0.90; 264 girls) in third through fifth grade participated in the <i>Developing Inclusive Youth</i> (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.</p>\",\"PeriodicalId\":51467,\"journal\":{\"name\":\"Social Psychology of Education\",\"volume\":\"28 1\",\"pages\":\"156\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12331802/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s11218-025-10117-6\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/8/7 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11218-025-10117-6","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/7 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
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 (Mage = 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.
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.