Credit and blame among American and Japanese children

Normative, cultural, and individual differences

Dados Bibliográficos

ID6202484
AutoresV Lee Hamilton (University of Maryland, College Park), Phyllis C Blumenfeld, Hiroshi Akoh, Kanae Miura
Ano1990
Volume59
Fascículo3
Páginas442-451
Data de publicação1990-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Personality and Social Psychology (JOURNAL)
Identificadores do periódicoISSN: 0022-3514 • E-ISSN: 1939-1315
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0022-3514.59.3.442
PMID2231278
OpenAlexW4243080480
IdiomaEN
Citações recebidas9
Referências citadas13

Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were judged as duties, and procedural norms were intermediate. Japanese children's responses were more consistent with aspiration than those of Americans. Analyses also explored cultural versus individual differences in sanctioning. The conclusion addresses the relevance of the concept of aspiration to the study of achievement and other norms

Blame · Cultural diversity · Deed · Developmental psychology · Duty · Morality · Normative · Normative social influence · Political science · Relevance (law) · Child and Animal Learning Development · Cultural Differences and Values · Financial Literacy, Pension, Retirement Analysis · Law · Psychology · Social and Intergroup Psychology · Social Psychology