Pub Date : 2022-07-01DOI: 10.1080/03057240.2022.2081138
Kendra J. Thomas, J. M. Cunha, J. Santo
ABSTRACT Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.
{"title":"Just environments foster character: A longitudinal assessment of school climate","authors":"Kendra J. Thomas, J. M. Cunha, J. Santo","doi":"10.1080/03057240.2022.2081138","DOIUrl":"https://doi.org/10.1080/03057240.2022.2081138","url":null,"abstract":"ABSTRACT Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42703355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/03057240.2022.2076659
Tara M. Stoppa
ABSTRACT Social justice development is likely influenced by a range of contextual experiences. We examined the ways in which emerging adult students’ experiences with families, peers, and religious congregations were associated with their own social justice outcomes. Participants (N = 288; 65.4% = women) completed a survey of social justice attitudes, beliefs, and perceptions of their families’, peers,’ and congregations’ engagement with social justice issues. Findings indicated that family, peer, and congregational factors explained significant amounts of variance in students’ social justice outcomes and provided unique insight into aspects of students’ experiences that may be particularly relevant to social justice development during this period.
{"title":"Social justice development among emerging adult students: The influence of families, peers, and religious congregations","authors":"Tara M. Stoppa","doi":"10.1080/03057240.2022.2076659","DOIUrl":"https://doi.org/10.1080/03057240.2022.2076659","url":null,"abstract":"ABSTRACT Social justice development is likely influenced by a range of contextual experiences. We examined the ways in which emerging adult students’ experiences with families, peers, and religious congregations were associated with their own social justice outcomes. Participants (N = 288; 65.4% = women) completed a survey of social justice attitudes, beliefs, and perceptions of their families’, peers,’ and congregations’ engagement with social justice issues. Findings indicated that family, peer, and congregational factors explained significant amounts of variance in students’ social justice outcomes and provided unique insight into aspects of students’ experiences that may be particularly relevant to social justice development during this period.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42663151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1080/03057240.2022.2075837
S. Little
ABSTRACT Mindfulness is an umbrella term for a set of practices and strategies related to attention and non-critical awareness of our thoughts. Mindfulness is currently having a moment in popular culture and in clinical psychology for its many perceived benefits. However, there are reasons to worry about whether certain commitments and strategies of mindfulness might conflict with long-term progress in character development. This article places mindfulness in conversation with developmental considerations of virtue, asking how mindfulness practices might impact the various stages between natural character and mature moral virtue in different ways. Moreover, it proposes a distinction between two kinds of virtues, presence and absence virtues, that are differently impacted by the continued use of mindfulness practices in the later stages of virtue development.
{"title":"Virtue developmental considerations of mindfulness","authors":"S. Little","doi":"10.1080/03057240.2022.2075837","DOIUrl":"https://doi.org/10.1080/03057240.2022.2075837","url":null,"abstract":"ABSTRACT Mindfulness is an umbrella term for a set of practices and strategies related to attention and non-critical awareness of our thoughts. Mindfulness is currently having a moment in popular culture and in clinical psychology for its many perceived benefits. However, there are reasons to worry about whether certain commitments and strategies of mindfulness might conflict with long-term progress in character development. This article places mindfulness in conversation with developmental considerations of virtue, asking how mindfulness practices might impact the various stages between natural character and mature moral virtue in different ways. Moreover, it proposes a distinction between two kinds of virtues, presence and absence virtues, that are differently impacted by the continued use of mindfulness practices in the later stages of virtue development.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"573 - 588"},"PeriodicalIF":1.7,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46996182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/03057240.2022.2066639
Canglong Wang
ABSTRACT The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.
{"title":"Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation","authors":"Canglong Wang","doi":"10.1080/03057240.2022.2066639","DOIUrl":"https://doi.org/10.1080/03057240.2022.2066639","url":null,"abstract":"ABSTRACT The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"325 - 342"},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/03057240.2022.2066640
Alexios Arvanitis, Matt Stichter
ABSTRACT Self-determination theory, like other psychological theories that study eudaimonia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We then discuss what morally virtuous individuals are like, what shape their internal moral system is expected to take and introduce moral self-concordance. We consider why morally virtuous individuals are expected to experience eudaimonic well-being. Finally, we address the current gap in self-determination theory research on eudaimonia.
{"title":"Why being morally virtuous enhances well-being: A self-determination theory approach","authors":"Alexios Arvanitis, Matt Stichter","doi":"10.1080/03057240.2022.2066640","DOIUrl":"https://doi.org/10.1080/03057240.2022.2066640","url":null,"abstract":"ABSTRACT Self-determination theory, like other psychological theories that study eudaimonia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We then discuss what morally virtuous individuals are like, what shape their internal moral system is expected to take and introduce moral self-concordance. We consider why morally virtuous individuals are expected to experience eudaimonic well-being. Finally, we address the current gap in self-determination theory research on eudaimonia.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"362 - 378"},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1080/03057240.2022.2060196
Mitch Brown, R. McGrath, Melinda C. Bier, K. Johnson, M. Berkowitz
ABSTRACT This study represents a large meta-analytic investigation of character education studies. We identified 214 studies up until 2017 (NTotal = 307,512) with at least one computable effect size comparing a character education program to a control condition. Initial analyses indicated a small, significant average positive effect for character education (g = 0.24, 95% CI [0.19, 0.28]). Single-session interventions and mentoring programs were associated with larger effects. However, all treatment lengths were associated with significant treatment effects, and the number of single-session interventions was small. Three programs—Cognitive Problem-Solving, Kohlberg’s Moral Dilemma Discussion and Strong Kids—were associated with above-average effects in multiple assessments. Evidence emerged suggesting selection bias in published literature. Correcting this bias indicated lower estimates of mean effects while remaining positive and significant. We consider heterogeneity in reporting standards and discuss how to address biases.
{"title":"A comprehensive meta-analysis of character education programs","authors":"Mitch Brown, R. McGrath, Melinda C. Bier, K. Johnson, M. Berkowitz","doi":"10.1080/03057240.2022.2060196","DOIUrl":"https://doi.org/10.1080/03057240.2022.2060196","url":null,"abstract":"ABSTRACT This study represents a large meta-analytic investigation of character education studies. We identified 214 studies up until 2017 (NTotal = 307,512) with at least one computable effect size comparing a character education program to a control condition. Initial analyses indicated a small, significant average positive effect for character education (g = 0.24, 95% CI [0.19, 0.28]). Single-session interventions and mentoring programs were associated with larger effects. However, all treatment lengths were associated with significant treatment effects, and the number of single-session interventions was small. Three programs—Cognitive Problem-Solving, Kohlberg’s Moral Dilemma Discussion and Strong Kids—were associated with above-average effects in multiple assessments. Evidence emerged suggesting selection bias in published literature. Correcting this bias indicated lower estimates of mean effects while remaining positive and significant. We consider heterogeneity in reporting standards and discuss how to address biases.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"119 - 138"},"PeriodicalIF":1.7,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44460792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/03057240.2022.2055533
A. Lee
ABSTRACT In celebration of the 50th anniversary of the Journal of Moral Education (JME) in 2021, this study explores moral education research trends and changes as reflected in JME from 1971 to 2021, with special attention to significant changes in the last decade, a period of rapid digitalization and increasingly complex socio-cultural contexts, both local and global. Moral education trends, as reflected in the 1261 articles published in JME, were investigated using content analysis of disciplinary approaches, keywords, research methodologies, as well as the national and gender backgrounds of the first authors and JME editorial teams and trustees. The main findings point to specific and important issues, central research topics, and neglected areas in moral education and development over the past five decades. The review offers JME and the field of moral education some considerations for the development of moral education, observations on research method paradigms, insights on gender equity, and attention to cultural diversity.
{"title":"The JME’s 50-year contribution to moral education: A content analysis 1971-2021","authors":"A. Lee","doi":"10.1080/03057240.2022.2055533","DOIUrl":"https://doi.org/10.1080/03057240.2022.2055533","url":null,"abstract":"ABSTRACT In celebration of the 50th anniversary of the Journal of Moral Education (JME) in 2021, this study explores moral education research trends and changes as reflected in JME from 1971 to 2021, with special attention to significant changes in the last decade, a period of rapid digitalization and increasingly complex socio-cultural contexts, both local and global. Moral education trends, as reflected in the 1261 articles published in JME, were investigated using content analysis of disciplinary approaches, keywords, research methodologies, as well as the national and gender backgrounds of the first authors and JME editorial teams and trustees. The main findings point to specific and important issues, central research topics, and neglected areas in moral education and development over the past five decades. The review offers JME and the field of moral education some considerations for the development of moral education, observations on research method paradigms, insights on gender equity, and attention to cultural diversity.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"117 - 138"},"PeriodicalIF":1.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49302284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Magnesium alloys have great application prospects as ideal bone implant materials. However, their poor corrosion resistance limits their clinical orthopedic application. Surface modification promotes the corrosion resistance of magnesium. Conversion coatings, such as calcium phosphate (Ca-P) coating, microarc oxidation (MAO) treatment, and fluoride (FLU) treatment, have been extensively investigated in in vivo studies. This systematic review and network meta-analysis compared the influence of different conversion coatings on bone repair, material properties, and systemic host response in orthopedic applications. Using the PICOS model, the inclusion criteria for biodegradable magnesium and its alloys were determined for in vivo studies. Four databases were used. The standard and weight mean differences with 95% confidence intervals were used to analyze new bone formation and degradation rate. Network structure and forest plots were created, and ranking probabilities were estimated. The risk of bias and quality of evidence were assessed using SYRCLE, CERQual, and GRADE tools. In the qualitative analysis, 43 studies were selected, and the evaluation of each outcome indicator was not entirely consistent from article to article. In the quantitative analysis, 21 articles were subjected to network meta-analysis, with 16 articles on implant degradation and 8 articles for new bone formation. Additionally, SUCRA indicated that Ca-P coating exhibited the highest corrosion resistance, followed by FLU treatment. MAO demonstrated the best capability for new bone formation, followed by Ca-P coating. Ca-P coating exhibited the highest overall performance. To conclude, coated Mg can promote better new bone formation than bare Mg and has considerable biocompatibility. Ca-P-coated Mg and MAO-coated Mg have the greatest potential to significantly promote corrosion resistance and bone regeneration, respectively. The findings of this study will provide a theoretical basis for the investigation of composite coatings and guidance for the orthopedic application of Mg bone implants.
{"title":"A Systematic Review and Network Meta-Analysis of Biomedical Mg Alloy and Surface Coatings in Orthopedic Application.","authors":"XinYue Lu, HongXin Cai, Yu Ru Li, Xinru Zheng, Jiahao Yun, Wenhui Li, XiaoYu Geng, Jae-Sung Kwon, Heng Bo Jiang","doi":"10.1155/2022/4529520","DOIUrl":"10.1155/2022/4529520","url":null,"abstract":"<p><p>Magnesium alloys have great application prospects as ideal bone implant materials. However, their poor corrosion resistance limits their clinical orthopedic application. Surface modification promotes the corrosion resistance of magnesium. Conversion coatings, such as calcium phosphate (Ca-P) coating, microarc oxidation (MAO) treatment, and fluoride (FLU) treatment, have been extensively investigated in in vivo studies. This systematic review and network meta-analysis compared the influence of different conversion coatings on bone repair, material properties, and systemic host response in orthopedic applications. Using the PICOS model, the inclusion criteria for biodegradable magnesium and its alloys were determined for in vivo studies. Four databases were used. The standard and weight mean differences with 95% confidence intervals were used to analyze new bone formation and degradation rate. Network structure and forest plots were created, and ranking probabilities were estimated. The risk of bias and quality of evidence were assessed using SYRCLE, CERQual, and GRADE tools. In the qualitative analysis, 43 studies were selected, and the evaluation of each outcome indicator was not entirely consistent from article to article. In the quantitative analysis, 21 articles were subjected to network meta-analysis, with 16 articles on implant degradation and 8 articles for new bone formation. Additionally, SUCRA indicated that Ca-P coating exhibited the highest corrosion resistance, followed by FLU treatment. MAO demonstrated the best capability for new bone formation, followed by Ca-P coating. Ca-P coating exhibited the highest overall performance. To conclude, coated Mg can promote better new bone formation than bare Mg and has considerable biocompatibility. Ca-P-coated Mg and MAO-coated Mg have the greatest potential to significantly promote corrosion resistance and bone regeneration, respectively. The findings of this study will provide a theoretical basis for the investigation of composite coatings and guidance for the orthopedic application of Mg bone implants.</p>","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"8 1","pages":"4529520"},"PeriodicalIF":4.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8991394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81322436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1080/03057240.2022.2041409
Alison B. Hammond, Sara K. Johnson, Michelle B. Weiner, J. Lerner
{"title":"From Taylor Swift to MLK: Understanding adolescents’ famous character role models","authors":"Alison B. Hammond, Sara K. Johnson, Michelle B. Weiner, J. Lerner","doi":"10.1080/03057240.2022.2041409","DOIUrl":"https://doi.org/10.1080/03057240.2022.2041409","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45549432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-04DOI: 10.1080/03057240.2022.2031920
Zhuojun Yao, R. Enright
ABSTRACT The association between prosocial behavior and adolescents’ social class—defined as one’s parents’ position in society assessed in terms of education, income, and occupation status—is far from conclusive and the moderators of the link have not been fully researched. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) (N = 1,058), this study investigated the association between social class and 5th graders’ prosocial behavior, as well as the moderating roles of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support. The current research found that social class was positively associated with adolescents’ prosocial behavior, and the positive association between social class and prosocial behavior was less pronounced for adolescents with higher levels of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support than those with lower levels of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support. The present findings yield evidence on the negative influence of low social class on adolescents’ prosocial behavior, but this effect would be buffered by supportive and healthy relationships in family and school contexts.
{"title":"Social class and prosocial behavior in early adolescence: The moderating roles of family and school factors","authors":"Zhuojun Yao, R. Enright","doi":"10.1080/03057240.2022.2031920","DOIUrl":"https://doi.org/10.1080/03057240.2022.2031920","url":null,"abstract":"ABSTRACT The association between prosocial behavior and adolescents’ social class—defined as one’s parents’ position in society assessed in terms of education, income, and occupation status—is far from conclusive and the moderators of the link have not been fully researched. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) (N = 1,058), this study investigated the association between social class and 5th graders’ prosocial behavior, as well as the moderating roles of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support. The current research found that social class was positively associated with adolescents’ prosocial behavior, and the positive association between social class and prosocial behavior was less pronounced for adolescents with higher levels of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support than those with lower levels of maternal sensitivity, positive family emotional expressiveness, teacher-student relationship, and peer support. The present findings yield evidence on the negative influence of low social class on adolescents’ prosocial behavior, but this effect would be buffered by supportive and healthy relationships in family and school contexts.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"310 - 324"},"PeriodicalIF":1.7,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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