Moral Emotions and Moral Behavior

Tangney, June P.; Stuewig, Jeff; Mashek, Debra

doi:10.1146/annurev.psych.56.091103.070145

Cited by 2,372 publications

(2,613 citation statements)

References 164 publications

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“…Social behavior and personal objectives gradually develop around the acquisition of solid and stable moral criteria based on the ability to understand one's own emotions and thoughts as well as those of others (Eisenberg, 2000). Experiences of blame and shame and their good management in the interpersonal domain and play a key role in regulation of social behavior, compliance with regulatory frameworks, and the prevention of violent behaviors (Tangney, Stuewig, & Mashek, 2007) and require empathic processes. Individuals' ability to manage emotional and behavioral responses in harmony with the needs of others and the compromises of being part of a group are necessary to achieve the "moral reciprocity" required for a peaceful coexistence (Ortega, 2007).…”

Section: Discussionmentioning

confidence: 99%

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

et al. 2013

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Abstract. This study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

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Section: Discussionmentioning

confidence: 99%

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

et al. 2013

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“…Moral emotions motivate people to behave in a good way and deter them from immoral behavior (Kroll & Egan, 2004;Tangney, Stuewig, & Mashek, 2007), and research has shown that low levels of moral emotions are associated with school bullying (Menesini & Camodeca, 2008;Menessini et al, 2003;Ttofi & Farrington, 2008). Finally, the high prevalence of c-bullying and c-victimization and the association between c-bullying and MD indicates the need for this form of bullying to be taken into consideration when designing antibullying school intervention programs.…”

Section: Bullying and Cyberbullying 23 23mentioning

confidence: 99%

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies

Pornari

Wood

2009

Aggressive Behavior

429

287

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The present study investigated the relationship between cognitive mechanisms applied by people to rationalize and justify harmful acts, and engagement in traditional and cyber bullying among school children. We examined the contribution of Moral Disengagement (MD), Hostile Attribution Bias, and Outcome Expectancies and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of bullying. Three hundred and thirty nine secondary school children completed self-report measures that assessed MD, Hostile Attribution Bias, Outcome Expectancies, and their roles and involvement in traditional and cyber bullying. We found that MD total score positively related to both forms of bullying. Furthermore, traditional bullying positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyberbullying.Cyberbullying and cybervictimization were associated with high levels of traditional bullying and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber bullying, but it seems that traditional bullying demands a higher level of rationalisation or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional bullying. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings in order to advance theory and inform existing and future antibullying school interventions. Bullying is a subtype of aggression defined as an intentional and repeated aggressive behavior by a group or individual, towards a victim who cannot readily defend himself/herself (Olweus, 1999). Smith and Sharp (1994) describe it as ''a systematic abuse of power'' (p. 2). School bullying is not rare. Various studies in different countries have reported a rate of victimization between 9% -32% and a rate of bullying between 4% -27% (Berger, 2007;Smith et al., 1999). Bullying can be physical (e.g. hitting, kicking), behavioral (e.g. stealing one's lunch,), verbal (e.g. threats, insults), and relational (e.g. exclusion from a group) (Berger). It can be direct or indirect (Underwood, 2000) and it can vary in terms of intensity, duration and motives (Tattum, 1994). In general, boys engage in more physical forms of bullying and girls in more indirect/relational bullying (Rivers & Smith, 1994;Scheitauer, 2002).Bullies and victims suffer from, and are at risk of various psychosocial problems (Card, 2003;Haynie et al., 2001;Hawker & Boulton, 2000;Nansel, Overpeck, Saluja, & Ruan, 2004;Olweus, 1999;Picket et al., 2002).Those who are both bullies and victims, otherwise called aggressive victims, are at higher risk (Duncan, 1999;Wolke, Woods, Bloomfield, & Karstadt, 2000), because they are prone to both ...

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“…Guilt may even serve as a protective factor against psychopathology in some cases, as it is associated with better anger management (Tangney et al, 1992), later onset of alcohol use (Tangney & Dearing, 2002), and reduced likelihood of drug and alcohol problems (Dearing et al, 2005). These latter findings may be due to guilt-related tendencies to accept responsibility and to repair problems (Tangney et al, 2007).…”

Section: Shame Guilt and Mental Healthmentioning

confidence: 99%

“…Thirdly, despite extremely high rates of psychopathology among adolescent offenders (Teplin et al, 2006) and findings in the adult literature that shame is strongly linked numerous mental health problems (Tangney et al, 2007), no research has yet investigated whether shame is related to psychopathology among youth in the justice system. Thus, we investigated the relationship of guilt and shame with psychopathology among adolescent offenders.…”

Section: The Present Studymentioning

confidence: 99%

Remorse, psychopathology, and psychopathy among adolescent offenders.

Spice¹,

Viljoen²,

Douglas³

et al. 2015

Law and Human Behavior

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Remorse has long been important to the juvenile justice system. However, the nature of this construct has not yet been clearly articulated, and little research has examined its relationships with other theoretically and legally relevant variables. The present study was intended to address these issues by examining relationships among remorse, psychopathology, and psychopathy in a sample of adolescent offenders (N = 97) using the theoretically and empirically established framework of guilt and shame (Tangney & Dearing, 2002). Findings indicated that shame was positively related to behavioural features of psychopathy, whereas guilt was negatively related to psychopathic characteristics more broadly. In addition, shame was positively associated with numerous mental health problems whereas guilt was negatively associated with anger, depression, and anxiety. These results provide empirical support for theory that psychopathy is characterized by lack of remorse (e.g., Hare, 1991), and also underscore shame and guilt as potentially important treatment targets for adolescent offenders. Remorse 3Remorse, Psychopathology, and Psychopathy among Adolescent Offenders

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Moral Emotions and Moral Behavior

Cited by 2,372 publications

References 164 publications

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies

Remorse, psychopathology, and psychopathy among adolescent offenders.

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