小学生における対人的攻撃行動場面での社会道徳的領域調整の発達<教育科学>

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Abstract

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How elementary school students coordinate their recognition of different domains related to aggressive interpersonal behaviors that includes moral, conventional, and prudential domains, as well as the effects of coordination on right and wrong judgments, immorality judgments, and behavioral control were investigated. Elementary school students (N = 537) participated in the survey. Three types of situations were presented to the participants. These included actions dangerous to others, relational aggression, and psychological aggression. Each situation was expressed in a short story with illustrations and consisted of “children’s deviant acts→parents’ scolding→ children’s rebellion”. Parents’ scolding was included as an immoral factor when judging the acts. Participants responded to the following questions about each situation; six items on domain coordination, one item on judgments of badness, one item on rebellion-focused judgments, and one item on judgments about immediately stopping an act. Factor analysis (maximum likelihood method, Promax rotation) was conducted on responses to 18 types of domain coordination items, which indicated three factors; Prudential, Human life, and Others’ feelings. The results of multiple regression analysis indicated that Others’ feelings perspective, positively affected judgments of badness and judgments about immediately stopping an act. In middle and higher-grade children, the Prudential perspective positively affected rebellion-focusing judgments. It was indicated that children understood and made judgments on aggressive interpersonal behaviors from the perspective of moral, conventional, and prudential domains. Moreover, judgments of badness and judgments about immediately stopping an act were close to ceiling effect, suggesting even lower grade children might have made these judgments by understanding the following process: “bullying → violence → bad → must not do”. On the other hand, including an immoral domain factor, such as rebellion against adults suppressed the above chain of simple judgments. Furthermore, prudential factors were strengthened in the domain coordination of middle and higher-grade children, which might suppress moral judgments.

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