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Children's reasoning about self-presentation following rule violations: the role of self-focused attention
journal contribution
posted on 2023-06-08, 13:36 authored by Robin BanerjeeRobin Banerjee, Mark Bennett, Nikki LukeRule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 49 years, 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 49 years, 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 childrens emerging self-awareness and social understanding is discussed
History
Publication status
- Published
Journal
Child DevelopmentISSN
0009-3920Publisher
WileyExternal DOI
Issue
5Volume
83Page range
1805-1821Department affiliated with
- Psychology Publications
Notes
003UE Times Cited:0 Cited References Count:61Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-11-14Usage metrics
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