Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.2
Ross A. Thompson
Attachment theory has provided a seminal orientation to understanding the early development of parent-child relationships and their enduring influence. Is attachment theory also a moral development theory? This chapter examines research on the association of secure attachment with morally relevant behaviors and dispositions. This review reveals that secure attachment is associated with greater social problem-solving skills and conflict avoidance with peers, enhanced emotion understanding and empathy, and more advanced conscience development, and there is limited evidence that it is also associated with prosocial behavior. Moreover, parental sensitivity and responsiveness are associated not only with secure attachment, but also with conscience development, empathy, prosocial motivation, and distress upon wrongdoing. In addition, findings suggest that secure attachment is associated with characteristics of parenting that are likely to contribute to an early developing premoral sensibility. Although attachment theory does not provide a comprehensive account of how secure attachment contributes to morally relevant conduct, it offers a perspective on moral development that is important to the field. The chapter concludes with an outline of what an attachment perspective to early moral development might look like.
{"title":"Early Moral Development and Attachment Theory","authors":"Ross A. Thompson","doi":"10.1093/oxfordhb/9780190638696.013.2","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.2","url":null,"abstract":"Attachment theory has provided a seminal orientation to understanding the early development of parent-child relationships and their enduring influence. Is attachment theory also a moral development theory? This chapter examines research on the association of secure attachment with morally relevant behaviors and dispositions. This review reveals that secure attachment is associated with greater social problem-solving skills and conflict avoidance with peers, enhanced emotion understanding and empathy, and more advanced conscience development, and there is limited evidence that it is also associated with prosocial behavior. Moreover, parental sensitivity and responsiveness are associated not only with secure attachment, but also with conscience development, empathy, prosocial motivation, and distress upon wrongdoing. In addition, findings suggest that secure attachment is associated with characteristics of parenting that are likely to contribute to an early developing premoral sensibility. Although attachment theory does not provide a comprehensive account of how secure attachment contributes to morally relevant conduct, it offers a perspective on moral development that is important to the field. The chapter concludes with an outline of what an attachment perspective to early moral development might look like.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125720224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.14
A. Kumru, Burcu Buğan, Zehra Gulseven
This chapter aims to examine how parenting relates to prosocial moral behavior in predominantly Muslim countries. First, we briefly define two theoretical approaches to explain prosocial behavior across cultures. Next, we present a discussion of Islam, its sects (Sunni, Shi‘a, and Khawarij), basic teachings, rites, rules, and beliefs, and how all these factors are associated with prosocial and moral behavior in Islamic families. After reviewing the literature on different aspects of parenting and prosocial behavior in these majority Muslim countries, it is concluded that examining of prosocial behaviors in different ethnic and cultural groups in Muslim populations reveals both cultural specificity and universality. Future studies should focus on the analysis of contextual factors as well as parenting to help us to better understand which settings are most appropriate for interventions to promote different types of prosocial moral behaviors in different Muslim societies.
{"title":"Parenting and Prosocial Moral Behavior in Predominantly Muslim Countries","authors":"A. Kumru, Burcu Buğan, Zehra Gulseven","doi":"10.1093/oxfordhb/9780190638696.013.14","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.14","url":null,"abstract":"This chapter aims to examine how parenting relates to prosocial moral behavior in predominantly Muslim countries. First, we briefly define two theoretical approaches to explain prosocial behavior across cultures. Next, we present a discussion of Islam, its sects (Sunni, Shi‘a, and Khawarij), basic teachings, rites, rules, and beliefs, and how all these factors are associated with prosocial and moral behavior in Islamic families. After reviewing the literature on different aspects of parenting and prosocial behavior in these majority Muslim countries, it is concluded that examining of prosocial behaviors in different ethnic and cultural groups in Muslim populations reveals both cultural specificity and universality. Future studies should focus on the analysis of contextual factors as well as parenting to help us to better understand which settings are most appropriate for interventions to promote different types of prosocial moral behaviors in different Muslim societies.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127562922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.15
G. Carlo, L. Bolanos
This chapter provides an overview of theory and research on parenting and moral development in US Latino/a populations, including acculturation and enculturation, ethnic identity, and exposure and responses to discrimination and culture-related stress experiences. First, we briefly review traditional theories on the influence of parents in children’s prosocial development. Second, broad ecological and developmental theories that speak to the role of culture-related processes are covered. The third section presents a brief history of US Latino/as and highlights cultural values and characteristics relevant to understand the role of parents in US Latino/a children’s prosocial development. The fourth section presents an integrative cultural stress-based model of US Latino prosocial development and summarizes supporting research. Finally, the authors identify gaps in the existing literature and directions for future research.
{"title":"Traditional and Culture-Specific Parenting of Prosociality in US Latino/as","authors":"G. Carlo, L. Bolanos","doi":"10.1093/oxfordhb/9780190638696.013.15","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.15","url":null,"abstract":"This chapter provides an overview of theory and research on parenting and moral development in US Latino/a populations, including acculturation and enculturation, ethnic identity, and exposure and responses to discrimination and culture-related stress experiences. First, we briefly review traditional theories on the influence of parents in children’s prosocial development. Second, broad ecological and developmental theories that speak to the role of culture-related processes are covered. The third section presents a brief history of US Latino/as and highlights cultural values and characteristics relevant to understand the role of parents in US Latino/a children’s prosocial development. The fourth section presents an integrative cultural stress-based model of US Latino prosocial development and summarizes supporting research. Finally, the authors identify gaps in the existing literature and directions for future research.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117093706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.21
Larry J. Nelson, Laura M. Padilla‐Walker, Daye Son
This chapter considers different types of parental discipline in relation to different antisocial and prosocial child behaviors. Inductive reasoning, in which parents offer explanations and refer to how wrongdoing affects other people, has been related to a reduction in children’s antisocial behavior and an increase in children’s prosocial behavior. In contrast, power-assertive forms of discipline, most notably corporal punishment, have been related to an increase in children’s antisocial behavior and a decrease in children’s prosocial behavior. The chapter considers how discipline fits into the broader context of the parent-child relationship. Moderators (gender, age, temperament, culture) and mediators (children’s social cognitive biases, perceptions of parental acceptance and rejection, development of empathy and conscience, moral reasoning) of links between parental discipline and child outcomes are described. Interventions that have been used to change parents’ use of discipline, thereby attempting to improve child outcomes, are highlighted
{"title":"Helicopter Parenting, Parental Control, and Moral Development During Emerging Adulthood","authors":"Larry J. Nelson, Laura M. Padilla‐Walker, Daye Son","doi":"10.1093/oxfordhb/9780190638696.013.21","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.21","url":null,"abstract":"This chapter considers different types of parental discipline in relation to different antisocial and prosocial child behaviors. Inductive reasoning, in which parents offer explanations and refer to how wrongdoing affects other people, has been related to a reduction in children’s antisocial behavior and an increase in children’s prosocial behavior. In contrast, power-assertive forms of discipline, most notably corporal punishment, have been related to an increase in children’s antisocial behavior and a decrease in children’s prosocial behavior. The chapter considers how discipline fits into the broader context of the parent-child relationship. Moderators (gender, age, temperament, culture) and mediators (children’s social cognitive biases, perceptions of parental acceptance and rejection, development of empathy and conscience, moral reasoning) of links between parental discipline and child outcomes are described. Interventions that have been used to change parents’ use of discipline, thereby attempting to improve child outcomes, are highlighted","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116198874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.3
J. Grusec
This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.
{"title":"Domains of Socialization","authors":"J. Grusec","doi":"10.1093/oxfordhb/9780190638696.013.3","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.3","url":null,"abstract":"This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123628956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.19
Laura M. Padilla‐Walker, Daye Son
The purpose of this chapter is to examine the role of proactive parenting (i.e., parenting in anticipation of a child’s behavior) as it relates to the socialization of morality in children and adolescents. In an effort to synthesize across different fields of research, the chapter assesses parental communication and monitoring using three strategies of proactive parenting: cocooning, pre-arming, and deference. Specifically, proactive parent-child communication about ethnic discrimination and about sexuality is explored. Parental monitoring (or management of a child’s peer and media use) is also explored. Across these topics, we synthesized research exploring patterns of proactive parenting and their associations with various moral outcomes, such as prosocial behavior, civic engagement, and aggression. In addition, future directions for research are presented, including distinctions between proactive and reactive parenting, examination of proactive parenting in relation to other established parenting constructs, inclusion of diverse samples, and more nuanced approaches to studying moral development.
{"title":"Proactive Parenting and Moral Development","authors":"Laura M. Padilla‐Walker, Daye Son","doi":"10.1093/oxfordhb/9780190638696.013.19","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.19","url":null,"abstract":"The purpose of this chapter is to examine the role of proactive parenting (i.e., parenting in anticipation of a child’s behavior) as it relates to the socialization of morality in children and adolescents. In an effort to synthesize across different fields of research, the chapter assesses parental communication and monitoring using three strategies of proactive parenting: cocooning, pre-arming, and deference. Specifically, proactive parent-child communication about ethnic discrimination and about sexuality is explored. Parental monitoring (or management of a child’s peer and media use) is also explored. Across these topics, we synthesized research exploring patterns of proactive parenting and their associations with various moral outcomes, such as prosocial behavior, civic engagement, and aggression. In addition, future directions for research are presented, including distinctions between proactive and reactive parenting, examination of proactive parenting in relation to other established parenting constructs, inclusion of diverse samples, and more nuanced approaches to studying moral development.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115998513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.16
Marc Jambon, J. Smetana
This chapter examines the socialization of moral judgments and reasoning through the lens of social domain theory, a constructivist approach to children’s social and moral development. Disciplinary practices, parent-child conversations, and warm, supportive parent-child relationships are each important for children’s developing understanding of moral norms. Parent-child interactions also facilitate children’s and adolescents’ autonomy development, which serves as a foundation for their conceptualization of rights and civil liberties. In addition, peer relationships have both positive and negative implications for children’s and adolescents’ moral development. We highlight the limitations of past research and the need for longitudinal studies using contemporary, theoretically grounded measures, and we conclude by suggesting avenues for future study.
{"title":"Socialization of Moral Judgments and Reasoning","authors":"Marc Jambon, J. Smetana","doi":"10.1093/oxfordhb/9780190638696.013.16","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.16","url":null,"abstract":"This chapter examines the socialization of moral judgments and reasoning through the lens of social domain theory, a constructivist approach to children’s social and moral development. Disciplinary practices, parent-child conversations, and warm, supportive parent-child relationships are each important for children’s developing understanding of moral norms. Parent-child interactions also facilitate children’s and adolescents’ autonomy development, which serves as a foundation for their conceptualization of rights and civil liberties. In addition, peer relationships have both positive and negative implications for children’s and adolescents’ moral development. We highlight the limitations of past research and the need for longitudinal studies using contemporary, theoretically grounded measures, and we conclude by suggesting avenues for future study.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129053412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.13
Alexandra Main
This chapter discusses theoretical and empirical approaches to studying moral development (particularly the development of empathy-related responses and prosocial behavior) in Asians and Asian immigrants to the United States, including processes of acculturation. Individuals of Asian origin make up roughly 60 percent of the world’s population, but connections between moral development and parenting in this population are poorly understood. In reviewing the available research, this chapter emphasizes an understanding of risk and protective factors and within-culture approaches to understanding links between parenting and prosocial development in Asians and Asian Americans. Recommendations for future research are outlined, including understanding the functions of prosociality and parenting through a cultural lens, the need for more research on the heterogeneity of the experience of Asian and Asian American subgroups, and a greater appreciation of the multifaceted nature of moral development and parenting in theory and empirical research with these populations.
{"title":"Parenting and Prosocial/Moral Development in Asians and Asian Immigrants to the United States","authors":"Alexandra Main","doi":"10.1093/oxfordhb/9780190638696.013.13","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.13","url":null,"abstract":"This chapter discusses theoretical and empirical approaches to studying moral development (particularly the development of empathy-related responses and prosocial behavior) in Asians and Asian immigrants to the United States, including processes of acculturation. Individuals of Asian origin make up roughly 60 percent of the world’s population, but connections between moral development and parenting in this population are poorly understood. In reviewing the available research, this chapter emphasizes an understanding of risk and protective factors and within-culture approaches to understanding links between parenting and prosocial development in Asians and Asian Americans. Recommendations for future research are outlined, including understanding the functions of prosociality and parenting through a cultural lens, the need for more research on the heterogeneity of the experience of Asian and Asian American subgroups, and a greater appreciation of the multifaceted nature of moral development and parenting in theory and empirical research with these populations.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121691468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.6
D. Narvaez
Evolutionary theory can enrich developmental theory but not just any evolutionary theory will do. Evolutionary systems theory is a developmentally friendly evolutionary theory unlike selfish gene theory because it identifies multiple inheritances beyond genes and takes into account the complex dynamism of development. One inheritance is the species-typical evolved nest, or evolved developmental niche, a set of community provisions that evolved to match up with the maturational schedule of the child. Ethogenesis describes the development of ethics across the life span. We can identify two primary moral inheritances that are fostered by the evolved nest. The first is engagement, or flexible relational attunement, which includes capacities for resonance, reciprocity, mutuality, sympathy, and egalitarian relations with face-to-face others. The second emerges with the development abstracting capabilities that build on engagement capacities into an inclusive communal imagination. A species-typical nest provides what babies and young children need to develop a full human nature.
{"title":"Evolution and the Parenting Ecology of Moral Development","authors":"D. Narvaez","doi":"10.1093/oxfordhb/9780190638696.013.6","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.6","url":null,"abstract":"Evolutionary theory can enrich developmental theory but not just any evolutionary theory will do. Evolutionary systems theory is a developmentally friendly evolutionary theory unlike selfish gene theory because it identifies multiple inheritances beyond genes and takes into account the complex dynamism of development. One inheritance is the species-typical evolved nest, or evolved developmental niche, a set of community provisions that evolved to match up with the maturational schedule of the child. Ethogenesis describes the development of ethics across the life span. We can identify two primary moral inheritances that are fostered by the evolved nest. The first is engagement, or flexible relational attunement, which includes capacities for resonance, reciprocity, mutuality, sympathy, and egalitarian relations with face-to-face others. The second emerges with the development abstracting capabilities that build on engagement capacities into an inclusive communal imagination. A species-typical nest provides what babies and young children need to develop a full human nature.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"35 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124982743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.17
M. Lewis, S. Franz
Mothers and fathers are socialization agents who contribute to youth volunteerism in many ways, including the discussions they have with their adolescents about volunteering. This chapter presents a grounded theory analysis of the processes by which mothers and adolescents select, reflect on, and integrate personal meaning from their participation in volunteerism, community service, and civic engagement through discourse. Mothers and adolescents were asked to talk about reasons for and against particular activities. Emergent themes revealed other-oriented and self-oriented benefits as reasons to volunteer, while concerns about the setting, task, and self were expressed as reasons against volunteering. These themes were embedded within conversational patterns that were found to distinguish between adolescents with strong moral convictions versus weak moral convictions.
{"title":"Mothers’ and Adolescents’ Conversations About Volunteering","authors":"M. Lewis, S. Franz","doi":"10.1093/oxfordhb/9780190638696.013.17","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.17","url":null,"abstract":"Mothers and fathers are socialization agents who contribute to youth volunteerism in many ways, including the discussions they have with their adolescents about volunteering. This chapter presents a grounded theory analysis of the processes by which mothers and adolescents select, reflect on, and integrate personal meaning from their participation in volunteerism, community service, and civic engagement through discourse. Mothers and adolescents were asked to talk about reasons for and against particular activities. Emergent themes revealed other-oriented and self-oriented benefits as reasons to volunteer, while concerns about the setting, task, and self were expressed as reasons against volunteering. These themes were embedded within conversational patterns that were found to distinguish between adolescents with strong moral convictions versus weak moral convictions.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126278598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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