Credit and blame among American and Japanese children

Normative, cultural, and individual differences

Datos Bibliográficos

ID6202484
AutoresV Lee Hamilton (University of Maryland, College Park), Phyllis C Blumenfeld, Hiroshi Akoh, Kanae Miura
Año1990
Volumen59
Número3
Páginas442-451
Fecha de publicación1990-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Personality and Social Psychology (JOURNAL)
Identificadores de la revistaISSN: 0022-3514 • E-ISSN: 1939-1315
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0022-3514.59.3.442
PMID2231278
OpenAlexW4243080480
IdiomaEN
Citas recibidas9
Referencias 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