Executive function and Theory of Mind in explaining young children’s moral reasoning: A Test of the Hierarchical Competing Systems Model

Baker, Erin Ruth; D’Esterre, Alexander P.; Weaver, Joanna P.

doi:10.1016/j.cogdev.2021.101035

Cited by 20 publications

(15 citation statements)

References 53 publications

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“…Further, multi-item larger batteries that capture different domains of ToM can be helpful to understand the relationship between adolescents’ mental state understanding and their reasoning about different types of bullying and social conflicts ( Wellman, 2018 ). Third, extant literature provides evidence for several other factors that can be related to both ToM and bystanders’ reasoning including executive functions ( Doenyas et al, 2018 ; Jenkins et al, 2018 ; Hoyo et al, 2019 ; Baker et al, 2021 ) and empathy ( Barchia and Bussey, 2011 ; Gönültaş et al, 2019 ). For example, studies showed that executive functions might help individuals to show advanced social reasoning skills, such as those necessary for complex interactions involving moral issues ( Doenyas et al, 2018 ; Baker et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Third, extant literature provides evidence for several other factors that can be related to both ToM and bystanders’ reasoning including executive functions ( Doenyas et al, 2018 ; Jenkins et al, 2018 ; Hoyo et al, 2019 ; Baker et al, 2021 ) and empathy ( Barchia and Bussey, 2011 ; Gönültaş et al, 2019 ). For example, studies showed that executive functions might help individuals to show advanced social reasoning skills, such as those necessary for complex interactions involving moral issues ( Doenyas et al, 2018 ; Baker et al, 2021 ). Thus, future studies should consider examining other possible factors that might help to understand possible mechanisms between ToM and bystanders’ judgments and reasoning.…”

Section: Discussionmentioning

confidence: 99%

“…ToM also fosters more complex moral reasoning while evaluating intentional and unintentional social transgressions ( Killen et al, 2011 ; D’Esterre et al, 2019 ; Baker et al, 2021 ). Previous research has demonstrated that ToM is related to active bystander challenging behavior in generalized bullying ( Gini, 2006 ; Caravita et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Gönültaş

Mulvey

2022

Front. Psychol.

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The current study examined how ingroup and outgroup Theory of Mind (ToM) predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle (n = 372, Mage = 12.19, SD = 1.01; 208 girls) and high school (n = 215, Mage = 14.81, SD = 0.97; 142 girls) students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question (Why?) after each acceptability question (bullying and group support of bullying). Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities (measured using the Strange Stories) were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Gönültaş

Mulvey

2022

Front. Psychol.

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“…The moral is a set of values about various kinds of behavior that must be obeyed. Morals are norms and institutions that regulate individual behavior in social groups and society (Baker et al, 2021;Khaironi, 2017;Yusoff et al, 2021). Morality is an aspect of personality that is needed by a person in interacting with social, fair, and balanced life (Ibam et al, 2018;Setiawati et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Internalization of Islamic Values in Developing Students' Actual Morals

Tambak

Hamzah

Sukenti

et al. 2021

j. pendidik. indonesia.

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This study aims to explore the efforts of madrasah teachers to internalize Islamic values in developing students' actual morals. Using a case study research by conducting in-depth interviews with 8 madrasah tsanawiyah teachers and analyzing them with data cleaning, transcripts, coding and categorization, and interpretation. This research resulted in: First, duha sunnah and fardhu prayer in congregation, and get used to respect the teacher, to manage the syahwiya power of students, resulting in "iffah" which gave birth to the morals of jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, and al-afwu. Second, get used to dzikrullah, and accustom shiyam sunnah, to curb the hammiya power of students, resulting syaja'ah, ‘adalah, ihsan, insyaf, rahmah, and hilm. Third, get used to muhadharah activities, and Islamic integrative learning, to educate students' powers of mufakkara, thus giving birth to wisdom and fathanah behavior. It can be concluded that the internalization of Islamic values in developing students' actual morals is duha sunnah and fardhu prayer in congregation, get used to respect the teacher, get used to dzikrullah, accustom shiyam sunnah, muhadharah activity, and Islamic integrative learning, to curb the spiritual power of shahwiya, manage power of hammiya, and educating students powers of mufakkara, thus giving birth to the behavior of' iffah, jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, al-afwu, syaja'ah, 'adalah, ihsan, insyaf, mujahadah, sabr, wisdom, and fathanah. The results of this study have implications for the theory of "Islamic moral development" which can be applied to all madrasah education in Indonesia and the Islamic world.

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“…Learning based on local wisdom or local culture is meaningful learning with good moral values for students. The values in learning local wisdom have to learn targets to reach students who can accept the values given in learning (Baker et al, 2021;Winther-Lindqvist, 2020). With the module as a learning medium, it will be easier for teachers to introduce local wisdom or local culture to students (Lidi et al, 2020;Ngurah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

E-Module Based on Local Wisdom Ngubat Padi Improves Students' Social Care Character

Asrial

Kurniawan

Saputri

2021

j. ilm. sekol. dasar

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The use of teaching materials is essential for a teacher to deliver learning materials. Moreover, the selection of the wrong teaching materials can affect the character of students who will become weak. This study aims to analyze the relationship between social care characters integrated with electronic modules based on local wisdom of rice cultivation. The research method uses associative quantitative research, which aims to link an indicator. The research subjects were fourth-grade students, with the sampling technique being total sampling. The data collection instrument used was a questionnaire. Data analysis used descriptive statistics by using a correlation test to determine the relationship between two variables. The results in this study are that the social character of the students has a suitable category, seen from the indicators of social care character after using an electronic module based on local wisdom, strengthened by the correlation results obtained by 0.969 and produces a positive relationship. Therefore, teachers need to implement electronic modules based on local knowledge in learning to instill social care characters in students.

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Executive function and Theory of Mind in explaining young children’s moral reasoning: A Test of the Hierarchical Competing Systems Model

Cited by 20 publications

References 53 publications

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Internalization of Islamic Values in Developing Students' Actual Morals

E-Module Based on Local Wisdom Ngubat Padi Improves Students' Social Care Character

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