Belonging to and Exclusion from the Peer Group in Schools: Influences on Adolescents' Moral Choices

Autor/inn/en	Feigenberg, Luba Falk; King, Melissa Steel; Barr, Dennis J.; Selman, Robert L.
Titel	Belonging to and Exclusion from the Peer Group in Schools: Influences on Adolescents' Moral Choices
Quelle	In: Journal of Moral Education, 37 (2008) 2, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Gender Differences; Adolescents; Peer Groups; Statistical Analysis; Social Isolation; Social Environment; Moral Development; Adolescent Attitudes; Coding; Qualitative Research; Peer Relationship; Moral Values; Bullying + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gleichaltrigengruppe; Peer Group; Statistische Analyse; Soziale Isolation; Soziales Umfeld; Moralische Entwicklung; Codierung; Programmierung; Qualitative Forschung; Peer-Beziehungen; Moral value; Ethischer Wert; Mobbing
Abstract	This paper reports on a mixed methods study of adolescents' responses to case material about social exclusion. First, a qualitative coding method is presented that describes the way adolescents choose and justify strategies to negotiate such situations. The responses were then analysed quantitatively using chi square tests and multinomial logistic regression. Findings indicate that adolescents' interpretation of their social context was a significant factor in their choice of strategy. Those adolescents who invoked normative rules and conventions as the most salient justifications were more likely to recommend bystanding rather than joining in the exclusion. However, adolescents who viewed the protagonist's own choice as an opportunity for making long-lasting positive changes in the social environment were more likely to recommend helping the victim. Gender and school context also were associated with adolescents' choice of strategy. Implications for research in moral development as well as practical implications for school-based programming are discussed. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10