Guilt, Shame, and Family Socialization

Abstract

In this study, we argue for the importance of guilt and shame for the process of socialization via the role of these reflexive emotions in individuals' conformity to moral and social norms. Working from the assumption that the self-concept is the basis for feelings of guilt and shame, we test a number of hypotheses connecting the experience of these emotions to 3 styles of parental control (inductive, affective, and coercive). Undergraduate students ( N = 270) completed questionnaires designed to assess their proneness to feelings of guilt and shame in situations of norm violations, and through retrospective reports the disciplinary practices of each of their parents. Results supported hypothesized connections between inductive control and guilt, and between affective control and shame. The associations between parental control, guilt, and shame in situations of intentional and unintentional norm violations differed depending on the gender of the parent relative to the gender of the child and on the interaction of parental control with parental support. These associations and the implications of the use of affective control as a moral socialization strategy are discussed.

Service gratuities and tipping: A motivational framework

“…Such feelings of pride and guilt reflect a sense of duty or obligation to tip that stems from the internalization of tipping norms. Psychologists and sociologists have theorized and empirically demonstrated that processes of social learning and social identification often lead people to accept the appropriateness and legitimacy of social norms and to feel pride when complying with those norms and/or feel guilt and shame when violating them (Abell & Gecas, 1997;Richters & Waters, 1991). These internal rewards and sanctions motivate compliance with social norms even in the absence of external rewards and sanctions (Horne, 2003;Kerr, Garst, Lewandowski, & Harris, 1997).…”

Schools and Child Antisocial Behavior

“…Social bonds, moral beliefs, and moral emotions are key mediators that are stressed in control theories. The development of moral beliefs and moral emotions of shame and guilt emerge during the process of primary socialization, and the family is essential for the development of these emotions (e.g., Abell & Gecas, 1997;Elster, 2007). The secondary socialization through school and the peer group may consolidate or adjust these emotions (e.g., Elkin & Handel, 1989;Gecas, 2000).…”

The coping responses of the adolescent siblings of children with severe disabilities

“…9,13 However, the manner in which adolescents' cope with the impact of having a sibling with severe disabilities seems to be contradictory. On the one hand, active forms of adolescent coping are associated with an optimal family atmosphere combining closeness and individual autonomy.…”

“…This input may contribute to the siblings experiencing problems in gaining positive self-esteem and self-confidence. 13 Some siblings of children with disabilities experience a sense of loneliness and isolation. In addition to the reactions of peers and others, these feelings are influenced by the appearance and behaviour of the child with a disability.…”