Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample
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Bowling Green State University / OhioLINK
2016
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu14598682552021-08-03T06:35:19Z Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample Baker, Erin R. Developmental Psychology Early Childhood Education Cognitive Psychology Psychology Social Psychology Theory of Mind childhood aggression aggression prosocial development inhibitory control moral judgment moral cognition physical aggression relational aggression reactive aggression proactive aggression moral theory of mind early childhood The present study examined the relations between Theory of Mind and moral development as they impact specific aggressive behaviors and prosociality in preschoolers. Social-Cognitive and Social-Cognitive Domain Theory suggest that behavior should be considered a function of personal factors and environment, whereby each of these three facets impact and interact with one another, especially during the development of moral understanding. The current conceptualized hypothesized that moral judgment would predict socio-moral cognition, and – separately – that inhibitory control would predict Theory of Mind; additionally, a moderation of socio-moral cognition was posed on the expected relation from Theory of Mind to social outcomes. One hundred seventy-six preschoolers (Ma=53.3 months) completed measures of inhibitory control, moral understanding, morally imbedded Theory of Mind, verbal skills, and a traditional Theory of Mind battery consisting of five tasks. In addition, teacher- and child self-report data were collected for four specific aspects of aggressive behavior, and prosociality. The proposed model was a good fit to the data using teacher-report data. Results indicate that for children high in mental state understanding, applied moral cognitive development influences teacher-rated prosociality, such that those who were better able to understand another’s motive tended to be less prosocial—for those without motive understanding, there was no relation from ToM on prosocial behavior. Implications are discussed in regards to theoretical development and previous empirical findings. 2016-05-02 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Developmental Psychology Early Childhood Education Cognitive Psychology Psychology Social Psychology Theory of Mind childhood aggression aggression prosocial development inhibitory control moral judgment moral cognition physical aggression relational aggression reactive aggression proactive aggression moral theory of mind early childhood |
| spellingShingle |
Developmental Psychology Early Childhood Education Cognitive Psychology Psychology Social Psychology Theory of Mind childhood aggression aggression prosocial development inhibitory control moral judgment moral cognition physical aggression relational aggression reactive aggression proactive aggression moral theory of mind early childhood Baker, Erin R. Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| author |
Baker, Erin R. |
| author_facet |
Baker, Erin R. |
| author_sort |
Baker, Erin R. |
| title |
Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| title_short |
Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| title_full |
Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| title_fullStr |
Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| title_full_unstemmed |
Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample |
| title_sort |
theory of mind development and moral judgment as differential predictors of aggressive and prosocial behaviors in a normative preschool sample |
| publisher |
Bowling Green State University / OhioLINK |
| publishDate |
2016 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255 |
| work_keys_str_mv |
AT bakererinr theoryofminddevelopmentandmoraljudgmentasdifferentialpredictorsofaggressiveandprosocialbehaviorsinanormativepreschoolsample |
| _version_ |
1719439490299199488 |