Pub Date : 2019-11-03DOI: 10.1093/oxfordhb/9780190638696.013.18
S. Hardy, D. Dollahite, Chayce R Baldwin
The purpose of this chapter is to review research on the role of religion in moral development within the family. We first present a model of the processes involved. Parent or family religiosity is the most distal predictor and affects moral development through its influence on parenting as well as child or adolescent religiosity. Additionally, parenting affects moral development directly, but also through its influence on child or adolescent religiosity. In other words, parent or family religiosity dynamically interconnects with parenting styles and practices, and with family relationships, and these in turn influence moral development directly as well as through child or adolescent religiosity. We also discuss how these processes might vary across faith traditions and cultures, and point to directions for future research.
{"title":"Parenting, Religion, and Moral Development","authors":"S. Hardy, D. Dollahite, Chayce R Baldwin","doi":"10.1093/oxfordhb/9780190638696.013.18","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.18","url":null,"abstract":"The purpose of this chapter is to review research on the role of religion in moral development within the family. We first present a model of the processes involved. Parent or family religiosity is the most distal predictor and affects moral development through its influence on parenting as well as child or adolescent religiosity. Additionally, parenting affects moral development directly, but also through its influence on child or adolescent religiosity. In other words, parent or family religiosity dynamically interconnects with parenting styles and practices, and with family relationships, and these in turn influence moral development directly as well as through child or adolescent religiosity. We also discuss how these processes might vary across faith traditions and cultures, and point to directions for future research.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"2 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":"128480006","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/9780190638696.013.20
D. Laible, Erin Karahuta, Clare Van Norden, Victoria L. Interra, Wyntre Stout
Conversations with parents are one important way in which moral and behavioral standards get communicated to children. This chapter explores how the content and style of parent-child discourse might influence children’s socialization and moral development. Although researchers have emphasized the importance of discourse in the context of inductive discipline, there has been little empirical work on how the content of that discourse might influence children’s perception and appropriation of the discipline message. Thus, we speculate on the types of discourse that might be important for promoting children’s moral internalization in the context of discipline. More work has been done on parent-child discourse in other contexts, including on children’s reminiscing, parent-child conflict, and the discussion of hypothetical and real world conflicts. We review this work and highlight the importance of examining the interplay between content and style of discourse in predicting moral development.
{"title":"The Socialization of Children’s Moral Understanding in the Context of Everyday Discourse","authors":"D. Laible, Erin Karahuta, Clare Van Norden, Victoria L. Interra, Wyntre Stout","doi":"10.1093/oxfordhb/9780190638696.013.20","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.20","url":null,"abstract":"Conversations with parents are one important way in which moral and behavioral standards get communicated to children. This chapter explores how the content and style of parent-child discourse might influence children’s socialization and moral development. Although researchers have emphasized the importance of discourse in the context of inductive discipline, there has been little empirical work on how the content of that discourse might influence children’s perception and appropriation of the discipline message. Thus, we speculate on the types of discourse that might be important for promoting children’s moral internalization in the context of discipline. More work has been done on parent-child discourse in other contexts, including on children’s reminiscing, parent-child conflict, and the discussion of hypothetical and real world conflicts. We review this work and highlight the importance of examining the interplay between content and style of discourse in predicting moral development.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"19 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":"125563246","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/9780190638696.013.9
Jonas G. Miller, P. Hastings
Children vary considerably in their propensities to orient toward, feel empathy for, and provide help to others in need or distress. This variability is rooted in a complex interplay between parenting factors, child neurobiology, and development. This chapter focuses on the two most common perspectives for studying and theorizing about this interplay. First, children’s experiences with compassionate and sensitive caregiving help to regulate and organize neurobiological systems related to affiliation, stress, and emotion in ways that prepare children to be prosocial. However, children also vary in their sensitivity to the effects of compassionate versus harsh caregiving. Thus, this chapter also considers how children’s neurobiology moderates the relation between parenting factors and prosocial development. These biopsychosocial perspectives expand our understanding of which children will be more or less prosocial as well as the mechanisms underlying these individual differences.
{"title":"Parenting, Neurobiology, and Prosocial Development","authors":"Jonas G. Miller, P. Hastings","doi":"10.1093/oxfordhb/9780190638696.013.9","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.9","url":null,"abstract":"Children vary considerably in their propensities to orient toward, feel empathy for, and provide help to others in need or distress. This variability is rooted in a complex interplay between parenting factors, child neurobiology, and development. This chapter focuses on the two most common perspectives for studying and theorizing about this interplay. First, children’s experiences with compassionate and sensitive caregiving help to regulate and organize neurobiological systems related to affiliation, stress, and emotion in ways that prepare children to be prosocial. However, children also vary in their sensitivity to the effects of compassionate versus harsh caregiving. Thus, this chapter also considers how children’s neurobiology moderates the relation between parenting factors and prosocial development. These biopsychosocial perspectives expand our understanding of which children will be more or less prosocial as well as the mechanisms underlying these individual differences.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"20 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":"129101350","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/9780190638696.013.8
Dana Vertsberger, S. Israel, A. Knafo-Noam
This chapter reviews findings regarding genetic and parental influences on moral development, and is organized according to three morally relevant components: cognitive, affective, and behavioral. The cognitive component refers to the conceptualization of right and wrong, and specifically moral reasoning and values. The affective component refers to feelings related to reactions to social situations and evaluations of chosen actions, focusing on emotions such as empathy, guilt, and pride. The behavioral component refers to the way individuals choose to behave, and specifically to prosocial behavior. We review relevant quantitative and molecular genetic designs, and particularly four neurobiological systems: the dopaminergic system, the oxytocinergic and vasopressinergic systems, and the serotonergic system, which have been found to be associated with moral development. In addition, we review parents’ influences on moral development, in the context of gene-environment interactions and correlations.
{"title":"Genetics, Parenting, and Moral Development","authors":"Dana Vertsberger, S. Israel, A. Knafo-Noam","doi":"10.1093/oxfordhb/9780190638696.013.8","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.8","url":null,"abstract":"This chapter reviews findings regarding genetic and parental influences on moral development, and is organized according to three morally relevant components: cognitive, affective, and behavioral. The cognitive component refers to the conceptualization of right and wrong, and specifically moral reasoning and values. The affective component refers to feelings related to reactions to social situations and evaluations of chosen actions, focusing on emotions such as empathy, guilt, and pride. The behavioral component refers to the way individuals choose to behave, and specifically to prosocial behavior. We review relevant quantitative and molecular genetic designs, and particularly four neurobiological systems: the dopaminergic system, the oxytocinergic and vasopressinergic systems, and the serotonergic system, which have been found to be associated with moral development. In addition, we review parents’ influences on moral development, in the context of gene-environment interactions and correlations.","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":"121067099","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/9780190638696.013.7
Tracy L. Spinrad, N. Eisenberg
The experience of empathy and its related responses has been an important topic in developmental research. In this chapter, we review findings involving the socialization correlates of empathy-related responding (i.e., empathy, sympathy, personal distress) and prosocial behavior. In particular, we discuss several potential ways that parents foster children’s prosocial tendencies. The focus is on parental warmth, inductions, modeling, and emotion socialization processes. We briefly consider complexities in the research, such as potential moderators (e.g., children’s characteristics, culture) of the relations of parenting to children’s empathy and moral behavior and the potential for bidirectional relations. Recommendations for future directions in research focusing on the socialization of moral emotions are made. Future directions for research are proposed.
{"title":"Socialization of Moral Emotions and Behavior","authors":"Tracy L. Spinrad, N. Eisenberg","doi":"10.1093/oxfordhb/9780190638696.013.7","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.7","url":null,"abstract":"The experience of empathy and its related responses has been an important topic in developmental research. In this chapter, we review findings involving the socialization correlates of empathy-related responding (i.e., empathy, sympathy, personal distress) and prosocial behavior. In particular, we discuss several potential ways that parents foster children’s prosocial tendencies. The focus is on parental warmth, inductions, modeling, and emotion socialization processes. We briefly consider complexities in the research, such as potential moderators (e.g., children’s characteristics, culture) of the relations of parenting to children’s empathy and moral behavior and the potential for bidirectional relations. Recommendations for future directions in research focusing on the socialization of moral emotions are made. Future directions for research are proposed.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"21 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113961928","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/9780190638696.013.22
R. Laird, Megan M. Zeringue
The chapter focuses on parents’ knowledge of their children’s whereabouts and activities, as well as children’s disclosure of their whereabouts and activities to their parents. Knowledge and disclosure have their conceptual and empirical roots in research on parental monitoring, so the chapter begins with a brief historical review of the parental monitoring research. The review is followed by the presentation of a conceptual model of the processes anteceding child disclosure and parental knowledge, and processes linking parental knowledge and child disclosure with children’s prosocial and antisocial behavior. The conceptual model is followed by a review of empirical studies providing tests of the links and processes specified in the theoretical model. The chapter concludes with a discussion of the limitations of the empirical database and identifies promising avenues for future work on potential connections among knowledge, disclosure, and moral development.
{"title":"Parental Knowledge and Child Disclosure as They Relate to Prosocial and Antisocial Behaviors","authors":"R. Laird, Megan M. Zeringue","doi":"10.1093/oxfordhb/9780190638696.013.22","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.22","url":null,"abstract":"The chapter focuses on parents’ knowledge of their children’s whereabouts and activities, as well as children’s disclosure of their whereabouts and activities to their parents. Knowledge and disclosure have their conceptual and empirical roots in research on parental monitoring, so the chapter begins with a brief historical review of the parental monitoring research. The review is followed by the presentation of a conceptual model of the processes anteceding child disclosure and parental knowledge, and processes linking parental knowledge and child disclosure with children’s prosocial and antisocial behavior. The conceptual model is followed by a review of empirical studies providing tests of the links and processes specified in the theoretical model. The chapter concludes with a discussion of the limitations of the empirical database and identifies promising avenues for future work on potential connections among knowledge, disclosure, and moral development.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"8 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":"127724599","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/9780190638696.013.12
M. Mestre, E. Malonda, P. Samper, Anna Llorca, Ana M. Tur-Porcar
The goal of this chapter is to describe how parenting relates to prosocial development in Spanish adolescents. Although not a lot of work has been done on Spanish youth, the work that has been done has largely paralleled the work done on European American youth. We present evidence from a longitudinal study that examines how support and communication, psychological control, and permissiveness from both mothers and fathers change across adolescence and relate to prosocial behavior in a large sample of Spanish adolescents. Adolescent prosocial behavior was relatively stable. Both mothers and fathers became more permissive and supportive across adolescence, but less psychologically controlling. Prosocial behavior was bidirectionally related to aspects of parenting across time. We highlight the ways in which these findings are both similar to and different from the work in other cultures.
{"title":"Development of Prosocial Behavior in Spanish Adolescents and Its Relations to Parenting Styles","authors":"M. Mestre, E. Malonda, P. Samper, Anna Llorca, Ana M. Tur-Porcar","doi":"10.1093/oxfordhb/9780190638696.013.12","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.12","url":null,"abstract":"The goal of this chapter is to describe how parenting relates to prosocial development in Spanish adolescents. Although not a lot of work has been done on Spanish youth, the work that has been done has largely paralleled the work done on European American youth. We present evidence from a longitudinal study that examines how support and communication, psychological control, and permissiveness from both mothers and fathers change across adolescence and relate to prosocial behavior in a large sample of Spanish adolescents. Adolescent prosocial behavior was relatively stable. Both mothers and fathers became more permissive and supportive across adolescence, but less psychologically controlling. Prosocial behavior was bidirectionally related to aspects of parenting across time. We highlight the ways in which these findings are both similar to and different from the work in other cultures.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"58 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":"128368407","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/9780190638696.013.24
D. Lapsley
Several lessons are drawn for future research on parenting and moral formation on the basis of an historical perspective on the moral development research program. One is that sociomoral formation is a special case of personality development that draws attention to the role of attachment, event representations, autobiographical memory, and temperament for organizing dispositional coherence around morality. A second is that research on moral development in the family will be increasingly informed by study of the moral self of infancy and on the importance of early life rearing experience, widely discussed in disparate literatures from object relations to epigenetics. A third line of research might focus on parenting characteristics “beyond parenting style” to include parents’ ideological and faith commitments, their mindsets with respect to children’s personality and capacity for change, and their own sense of generativity.
{"title":"Moral Formation in the Family","authors":"D. Lapsley","doi":"10.1093/oxfordhb/9780190638696.013.24","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.24","url":null,"abstract":"Several lessons are drawn for future research on parenting and moral formation on the basis of an historical perspective on the moral development research program. One is that sociomoral formation is a special case of personality development that draws attention to the role of attachment, event representations, autobiographical memory, and temperament for organizing dispositional coherence around morality. A second is that research on moral development in the family will be increasingly informed by study of the moral self of infancy and on the importance of early life rearing experience, widely discussed in disparate literatures from object relations to epigenetics. A third line of research might focus on parenting characteristics “beyond parenting style” to include parents’ ideological and faith commitments, their mindsets with respect to children’s personality and capacity for change, and their own sense of generativity.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"21 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":"123812471","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/9780190638696.013.11
M. R. Guzman, Aileen S. Garcia, Irene Padasas, B. V. N. Landoy
A large body of empirical work has shown the role that parenting plays in the development of prosocial behaviors of children. Parenting styles (e.g., democratic versus authoritarian) and parenting practices (e.g., inductive discipline versus guilt-shame induction) in particular have been empirically linked to prosocial behaviors as well as numerous other well-being indicators in children. What is less understood is the role that culture and cultural context might play in the parenting-prosocial nexus. This chapter explores the contributions of culture comparative and in-depth cultural studies of parenting and children’s prosocial behaviors. These studies extend the range of variability of parenting dimensions and contexts as they relate to children’s prosocial outcomes – providing a means of testing the generalizability of theory in a wider range of settings, as well as in identifying facets of parenting and family life that may otherwise be neglected in current scholarship. Collectively, studies support traditional socialization theories and show how numerous parenting dimensions are linked to prosocial outcomes in children in several cultural communities. Nonetheless, emerging research suggests culturally embedded processes that impact upon the parenting and prosocial link - meriting closer attention for future scholarship.
{"title":"Parenting and the Prosocial Behaviors of Children Across Cultures","authors":"M. R. Guzman, Aileen S. Garcia, Irene Padasas, B. V. N. Landoy","doi":"10.1093/oxfordhb/9780190638696.013.11","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.11","url":null,"abstract":"A large body of empirical work has shown the role that parenting plays in the development of prosocial behaviors of children. Parenting styles (e.g., democratic versus authoritarian) and parenting practices (e.g., inductive discipline versus guilt-shame induction) in particular have been empirically linked to prosocial behaviors as well as numerous other well-being indicators in children. What is less understood is the role that culture and cultural context might play in the parenting-prosocial nexus. This chapter explores the contributions of culture comparative and in-depth cultural studies of parenting and children’s prosocial behaviors. These studies extend the range of variability of parenting dimensions and contexts as they relate to children’s prosocial outcomes – providing a means of testing the generalizability of theory in a wider range of settings, as well as in identifying facets of parenting and family life that may otherwise be neglected in current scholarship. Collectively, studies support traditional socialization theories and show how numerous parenting dimensions are linked to prosocial outcomes in children in several cultural communities. Nonetheless, emerging research suggests culturally embedded processes that impact upon the parenting and prosocial link - meriting closer attention for future scholarship.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"44 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":"133083022","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/9780190638696.013.10
Joan G. Miller, Matthew Wice, Namrata Goyal
This chapter offers a critical overview of parenting practices and socialization in cultural context. Consideration is given to theory and research on the development of moral emotions, including guilt, shame, and empathy, as well as to cultural variation in the nature of parenting styles and their consequences for child development. Drawing implications for theories of motivation, cultural variation is also analyzed in the legitimacy that children accord to different styles of parental regulation. In conclusion, an argument is made regarding the need to culturally broaden psychological theories of parenting and morality, and to work toward formulating parenting interventions that are more culturally sensitive and effective in realizing culturally variable goals. Challenges are also addressed regarding ways to better understand cultural variation in parenting practices while avoiding the pitfalls of either an extreme relativism or extreme universalism.
{"title":"Culture, Parenting Practices, and Moral Development","authors":"Joan G. Miller, Matthew Wice, Namrata Goyal","doi":"10.1093/oxfordhb/9780190638696.013.10","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190638696.013.10","url":null,"abstract":"This chapter offers a critical overview of parenting practices and socialization in cultural context. Consideration is given to theory and research on the development of moral emotions, including guilt, shame, and empathy, as well as to cultural variation in the nature of parenting styles and their consequences for child development. Drawing implications for theories of motivation, cultural variation is also analyzed in the legitimacy that children accord to different styles of parental regulation. In conclusion, an argument is made regarding the need to culturally broaden psychological theories of parenting and morality, and to work toward formulating parenting interventions that are more culturally sensitive and effective in realizing culturally variable goals. Challenges are also addressed regarding ways to better understand cultural variation in parenting practices while avoiding the pitfalls of either an extreme relativism or extreme universalism.","PeriodicalId":369236,"journal":{"name":"The Oxford Handbook of Parenting and Moral Development","volume":"4 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":"129543270","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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