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Emotional and cognitive reactions to...
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Liao, Shu-Tai.
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Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan./
作者:
Liao, Shu-Tai.
面頁冊數:
149 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 3470.
Contained By:
Dissertation Abstracts International60-02A.
標題:
School counseling. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919599
ISBN:
9780599187061
Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan.
Liao, Shu-Tai.
Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan.
- 149 p.
Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 3470.
Thesis (Ph.D.)--University of Florida, 1998.
This item must not be sold to any third party vendors.
The purpose of this study was to identify differences between aggressive and nonaggressive boys and between sixth- and third-grade boys in their emotional and cognitive reactions to hypothetical moral transgressions. One hundred aggressive and one hundred nonaggressive boys in the third and sixth grades in Taiwan selected on the basis of teacher ratings were interviewed individually. The boys read three semiprojective stories describing explicit misbehavior and then answered questions concerning how they would feel and think if they were the perpetrators of the misbehavior.
ISBN: 9780599187061Subjects--Topical Terms:
2144793
School counseling.
Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan.
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Emotional and cognitive reactions to hypothetical moral transgressions in aggressive and nonaggressive boys in Taiwan.
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149 p.
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Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 3470.
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Chairperson: Patricia Ashton.
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Thesis (Ph.D.)--University of Florida, 1998.
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This item must not be sold to any third party vendors.
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The purpose of this study was to identify differences between aggressive and nonaggressive boys and between sixth- and third-grade boys in their emotional and cognitive reactions to hypothetical moral transgressions. One hundred aggressive and one hundred nonaggressive boys in the third and sixth grades in Taiwan selected on the basis of teacher ratings were interviewed individually. The boys read three semiprojective stories describing explicit misbehavior and then answered questions concerning how they would feel and think if they were the perpetrators of the misbehavior.
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Results indicated that boys in all groups, regardless of age and aggressiveness, reported that they would feel high levels of negative emotions and low levels of positive emotions and they believed that aggression is inappropriate. However, they differed in the strength of their feelings, outcome expectations, and responsibility attributions. For the sixth graders, nonaggressive boys reported that they would feel higher levels of sadness, guilt, shame, and empathy, have a stronger intention to compensate, would be more intensely disturbed, expect a less favorable outcome, and attribute less responsibility to victims, when compared to aggressive boys. Among the third graders, nonaggressive boys reported that they would expect less favorable consequences for transgressions and attribute more responsibility to self, relative to aggressive peers.
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Age differences were also found. Younger aggressive boys reported that they would feel higher levels of happiness and pride than older boys. The older aggressive boys reported that they would expect more disapproval from friends for the aggression than did younger aggressive boys. The older nonaggressive boys said that they would feel higher levels of shame and a stronger intention to remedy their misbehavior than did the younger boys. Both aggressive and nonaggressive older boys said they would be more intensely disturbed longer and attribute more responsibility to self and victims, compared to the younger boys.
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Results are discussed in terms of their relationship to previous studies. Finally, some suggestions for further study and practice are proposed.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919599
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