Prosocial norms in the classroom: The role of self-regulation in following norms of giving

Blake, Peter; Piovesan, Alessandro; Montinari, Natalia; Warneken, Felix; Gino, Francesca

doi:10.1016/j.jebo.2014.10.004

Cited by 88 publications

(87 citation statements)

References 51 publications

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“…With that said, it is important to note that several features of our task have been shown to increase equal sharing in prior research; more specifically, we used a motivating task in which children distributed discrete countable resources that could be distributed via one‐to‐one correspondence (Frydman & Bryant, ), resources were distributed in the presence of the experimenter (Engelmann et al., ; Leimgruber et al., ), and children distributed after having had the chance to interact with the recipient (Chernyak & Kushnir, ; Hamann, Warneken, Greenberg, & Tomsello, ; Warneken, Lohse, Melis, & Tomasello, ) and sympathize with the recipient's distress (Vaish, Carpenter, & Tomasello, ). Moreover, children were tested in a culture in which children are known to care about fairness and even sacrifice resources in order to achieve it (Blake et al., ; Shaw & Olson, ). Each of these motivational and situational factors may have played a role in inspiring children to be generous towards the puppet in spite of their self‐interest.…”

Section: Discussionmentioning

confidence: 99%

“…Active equal resource distribution, unlike knowledge of social norms, may require the coordination of advanced behavioral and cognitive abilities that children are still developing. Indeed, recent work has indicated that children's sharing behavior might be linked with socio‐cognitive abilities that develop during the preschool years, such as theory of mind (Moore & Macgillivray, ), self‐regulation (Blake, Piovesan, Monitnari, Warneken, & Gino, ), cognitive control (Steinbeis, ), and prospective reasoning (Sebastián‐Enesco & Warneken, ). Moreover, prior work has found correlations between such socio‐cognitive abilities and moral reasoning more generally (Astington, ; Lane, Wellman, Olson, LaBounty, & Kerr, ; Smetana, Jambon, Conry‐Murray, & Sturge‐Apple, ).…”

Section: Introductionmentioning

confidence: 99%

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Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool‐aged children

Chernyak

Harris

Cordes

2018

Developmental Science

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Recent work has documented that despite preschool-aged children's understanding of social norms surrounding sharing, they fail to share their resources equally in many contexts. Here we explored two hypotheses for this failure: an insufficient motivation hypothesis and an insufficient cognitive resources hypothesis. With respect to the latter, we specifically explored whether children's numerical cognition-their understanding of the cardinal principle-might underpin their abilities to share equally. In Experiment 1, preschoolers' numerical cognition fully mediated age-related changes in children's fair sharing. We found little support for the insufficient motivation hypothesis-children stated that they had shared fairly, and failures in sharing fairly were a reflection of their number knowledge. Numerical cognition did not relate to children's knowledge of the norms of equality (Experiment 2). Results suggest that the knowledge-behavior gap in fairness may be partly explained by the differences in cognitive skills required for conceptual and behavioral equality.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool‐aged children

Chernyak

Harris

Cordes

2018

Developmental Science

View full text Add to dashboard Cite

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“…Active participants have less time available for deviant conducts (Hirschi 1969). Sharing objects and resources with schoolmates is a common social practice which enables them to socialize, create social bonds, strengthen friendships, and share experience (Blake et al 2015;Gentina 2014). We follow Hawdon's (1999) view and consider involvement in social activities through the practice of sharing objects with schoolmates.…”

Section: Peer Involvementmentioning

confidence: 99%

Does Bad Company Corrupt Good Morals? Social Bonding and Academic Cheating among French and Chinese Teens

Gentina

Tang

2015

J Bus Ethics

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A well-known common wisdom asserts that strong social bonds undermine delinquency. However, there is little empirical evidence to substantiate this assertion regarding adolescence academic cheating across cultures. In this study, we adopt social bonding theory and develop a theoretical model involving four social bonds (parental attachment, academic commitment, peer involvement, and moral values) and adolescence self-reported academic cheating behavior and cheating perception. Based on 913 adolescents (average age = 15.88) in France (n = 429) and China (n = 484), we show that parental attachment, academic commitment, and moral values curb academic cheating; counterintuitively, peer involvement contributes to cheating. We test our theoretical model across culture and gender, separately, using multi-group analyses. For French teens, peer involvement encourages and moral values undermine cheating; for Chinese adolescents, all four social bonds contribute to cheating, similar to the whole sample. For girls, parental attachment deters, but peer involvement enhances cheating. For boys, parental attachment is the only social bond that does not affect cheating. We treat social integration (popularity) as a mediator of the relationship between peer involvement and social bonds that construct, in turn, is related to cheating and ask: Considering popularity, who are likely to cheat? Our answers provide an interesting paradox: Popularity matters, yet popular French girls and unpopular Chinese boys are likely to cheat. Social sharing is a positive pro-social behavior in consumer behavior. However, academic cheating and rule breaking, reflecting self-serving altruism and the red sneakers effect, at a very young age may have the potential to grow into the Enron Effect later in their lives as executives in organizations. We shed new lights on both the bright and dark sides of social bonds on cheating, demonstrate bad company corrupts good morals, differently, across culture and gender, and provide practical implications to social bonding, business ethics, and cheating.

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“…Los comportamientos prosociales poseen numerosos vínculos con otras habilidades y comportamientos no cognitivos, como la autoeficacia (Caprara y Steca, 2005), la autoestima (Afolabi, 2014), el afrontamiento (De Boo y Wicherts, 2009) y la autorregulación (Blake, Piovesan, Montinari, Warneken y Gino, 2015). Las relaciones entre estas habilidades y comportamientos y los comportamientos sociales son complejas y recíprocas.…”

Section: Resultsunclassified

Estilos de aprendizaje y autoconcepto en universitarios

Morales-Rodríguez

2017

R Est Inv Psico y Educ

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ResumenEn los títulos de grado en los que se aboga por el empleo de nuevas metodologías activas de aprendizaje que contribuyan a promocionar el pensamiento divergente y la creatividad, el aprendizaje autónomo en los estudiantes, a que tengan unas expectativas y autoconfianza necesarias, entre otros muchos aspectos; los estilos de aprendizaje, autoconcepto, inteligencia emocional y empatía se consideran variables relevantes para evaluar en el ámbito universitario y poder aplicar metodologías que propicien un aprendizaje significativo. Precisamente, el objetivo del presente estudio es dar a conocer las puntuaciones medias de un cuestionario sobre estilo de aprendizaje y autoconcepto en universitarios. Palabras clave: autoconcepto, estilos de aprendizaje, evaluación, universitarios AbstractIn bachelor degrees that advocate the use of new active learning methodologies which encourage divergent thinking and creativity, autonomous learning in students, and necessary expectations and self-confidence -among many other aspects-; learning styles, self-concept, emotional intelligence and empathy are considered relevant variables to assess within a university environment and so that methodologies that promote significant learning can be applied. The specific purpose of this study is to present the average scores of a questionnaire regarding learning style and self-concept in university students. Keywords: self-concept, learning styles, evaluation, university students Para contribuir a la mejora de la calidad docente y promover un aprendizaje más significativo del alumnado con mayor implicación y rendimiento en las actividades requeridas; se considera importante identificar cuál es el estilo de aprendizaje que predomina entre el estudiantado. Son numerosos los estudios que pueden encontrarse en la literatura científica interesados en la evaluación de los estilos de aprendizaje (Freiberg y Fernández, 2013;Gallego y Martínez, 2003; García-Cué, Sánchez-Quintanar, Jiménez-Velázquez y Gutiérrez-Tapias, 2012; Juárez, Hernández-Castro y Escoto, 2011;Tárraga, Roselló, Sanz, Fernández y Pastor, 2015).Santamaría, San Martín y López-Catalán (2014) plantean que las TIC (Tecnologías de la Información y de la Comunicación) constituyen una herramienta esencial para la docencia en la actualidad; por lo que sería necesario analizar también cómo influyen o median el proceso de aprendizaje. Con respecto a los resultados obtenidos en este estudio puede destacarse que el alumnado tiene distintas preferencias respecto al uso de las TIC y que es necesario debatir sobre el establecimiento de diferentes estrategias de enseñanza sobre la base de dichas preferencias de cada estudiante. Concretamente encontraron un perfil con tres tipos de alumnos (motivados, resignados y reticentes al uso de las TIC) siendo los motivados los que perciben la utilidad del uso de las TIC en su aprendizaje y se identifican en mayor medida con un profesorado que emplea las TIC, considera satisfactorio su uso e introduce elementos de innovación con las mismas. En estos estu...

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Prosocial norms in the classroom: The role of self-regulation in following norms of giving

Cited by 88 publications

References 51 publications

Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool‐aged children

Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool‐aged children

Does Bad Company Corrupt Good Morals? Social Bonding and Academic Cheating among French and Chinese Teens

Estilos de aprendizaje y autoconcepto en universitarios

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