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A study of children's conceptions of school rules by investigating their judgements of transgressions in the absence of rules
Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2010 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 30, no 5, 583-603 p.Article in journal (Refereed) Published
Abstract [en]

This study investigated 202 elementary school childrens judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school-rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social-cognitive domain theory research on childrens socio-moral reasoning.

Place, publisher, year, edition, pages
Taylor and Francis , 2010. Vol. 30, no 5, 583-603 p.
Keyword [en]
challenging behaviour; discipline; management; perception; student
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-58195DOI: 10.1080/01443410.2010.492348ISI: 000279990600006OAI: oai:DiVA.org:liu-58195DiVA: diva2:342865
Note

This is an electronic version of an article published in: Robert Thornberg, A study of children’s conceptions of school rules by investigating their judgements of transgressions in the absence of rules, 2010, Educational Psychology, (30), 5, 583-603. Educational Psychology is available online at informaworldTM: http://dx.doi.org/10.1080/01443410.2010.492348 Copyright: Taylor & Francis http://www.tandf.co.uk/journals/default.asp

Available from: 2010-08-11 Created: 2010-08-09 Last updated: 2017-12-12

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