Children's reasoning about self-presentation following rule violations: The role of self-focused attention

Robin Banerjee, Mark Bennett, Nikki Luke

    Research output: Contribution to journalArticlepeer-review

    17 Citations (Scopus)

    Abstract

    Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4-9years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4-9years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed.
    Original languageEnglish
    Pages (from-to)1805-1821
    Number of pages17
    JournalChild Development
    Volume83
    Issue number5
    DOIs
    Publication statusPublished - 2012

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