de Gruttola, Maria Antonietta (2016) «Tu Faresti La Spia?» Valutazione morale del riferire le trasgressioni dei coetanei in bambini italiani ed inglesi. [Tesi di dottorato]


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Item Type: Tesi di dottorato
Lingua: Italiano
Title: «Tu Faresti La Spia?» Valutazione morale del riferire le trasgressioni dei coetanei in bambini italiani ed inglesi
de Gruttola, Maria
Date: 30 March 2016
Number of Pages: 142
Institution: Università degli Studi di Napoli Federico II
Department: Studi Umanistici
Scuola di dottorato: Scienze psicologiche e pedagogiche
Dottorato: Scienze psicologiche e pedagogiche
Ciclo di dottorato: 28
Coordinatore del Corso di dottorato:
Ingram, Gordon P. D.UNSPECIFIED
Caulfield, LauraUNSPECIFIED
Date: 30 March 2016
Number of Pages: 142
Uncontrolled Keywords: tattling, trasgressioni morali e convenzionali, giudizio morale, bambini italiani ed inglesi, prima e seconda infanzia
Settori scientifico-disciplinari del MIUR: Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-PSI/04 - Psicologia dello sviluppo e psicologia dell'educazione
Date Deposited: 09 Apr 2016 18:52
Last Modified: 26 May 2017 01:00


This study investigated how a group of Italian and English children evaluate the reporting of peers’ transgressions to teachers. Participants (N = 146), aged 5-6 and 9-10 years, were presented with four stories, where a child committed either a moral transgression (intentional or unintentional) or a conventional transgression. Participants were asked to judge the decision of a child observer who either did or did not report the transgression to a teacher, and to express how much they liked them. The findings showed that younger children considered positive the reporting for both type of transgressions, whereas older children negatively evaluated the reporting of an intentional moral violation and liked less the tattletale. Similar differences were found between boys and girls. Moreover, Italian and English children seemed to differ in their motivation answers. Findings are discussed with reference to children’s social experience and Social Domain Theory (Smetana & Bruges, 1990; Smetana, Schlagman, & Adams, 1993; Turiel, 2008).

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