Home / Summaries / SVhoorcollegesAdolescence / moral-action-social

Morality and behavior

25 important questions on Morality and behavior

How does Kohlberg describe the relationship between moral thought and action?

- Bidirectional connection where moral action can stem from a moral thought
- Moral thought can stem from a moral action

According to Rest, why is moral knowledge alone not sufficient for moral action?

- One needs to interpret the situation, formulate a moral ideal, decide, and act
- Understanding how actions can affect others is crucial

How does Gilligan and Straughan differentiate between shame and guilt as motivational factors for moral action?

- Shame arises from judgment of others, guilt comes from oneself
- The motivators for acting morally involve avoiding feeling ashamed or guilty

What concept did Gilligan and Straughan introduce regarding motivational factors for moral action?

- Shame ethics (from judgment of others) versus guilt ethic (from oneself)

What is the fundamental issue surrounding moral development, as per the theories discussed?

- Understanding why individuals sometimes act immorally even when they know the right action

How do autonomy and heteronomy relate to the development of morality, according to Piaget?

- Ethic of cooperation (from inside) versus ethic of constraint (from the outside)

What is the key difference between ethic of constraint and ethic of cooperation in Piaget's theory?

- Ethic of constraint involves obeying authority like parents; ethic of cooperation involves interaction with peers

How does Rest's theory of moral action differ from those of Piaget and Kohlberg?

- The process involves interpreting the situation, formulating a moral ideal, deciding, and acting
- Emphasizes that moral knowledge alone is not enough for moral action

What is the moral disengagement framework and who developed it?

- Developed by Bandura.
- Involves selectively deactivating internal controls to escape guilt or shame.

Describe the model of moral disengagement in relation to bullying.

- Includes moral justification, euphemistic labeling, and advantageous comparison.
- Leads to displacement and diffusion of responsibility.
- Results in dehumanization and attribution of blame to the victim.

How does one justify their behavior with a moral purpose?

- By defending a friend

How does advantageous comparison play a role in behavior locus?

- By comparing behavior with something worse

What are the consequences locus excuses used to downplay the outcomes of one's actions?

• Denying or distorting the consequences

How are students exposed to moral disengagement mechanisms in interventions?

• Through stories with characters displaying mechanisms
• Teacher identification and invalidation

What can social norms lead to in terms of behavior maintenance and constraints?

• Maintaining and constraining behaviors

What are the potential social rewards for individuals conforming to social norms?

• Being included
• Feeling a sense of belonging
• Gaining social status

How can deviation from social norms impact individuals in a group or situation?

• Exclusion
• Rejection
• Possible victimization

What can bystander behaviors be associated with in relation to social norms?

• Classroom norms over personal attitudes towards bullying

What is the main concept highlighted in interventions for moral disengagement in students?

• Clarifying that excuses are not valid reasons for certain behaviors

How do interventions for moral disengagement aim to impact student behavior?

• By highlighting that excuses are not valid or acceptable reasons for certain actions

How does conforming to social norms lead to pluralistic ignorance?

- Conforms to inaccurate norms
- Not aligned with individuals' thoughts
- Leads to a situation of pluralistic ignorance

What awareness comes with pluralistic ignorance?

- Awareness of not aligning with own principles
- Behaving in a way conflicting with personal beliefs

Who sets the norm in a group according to the information provided?

- Individuals look to others like classmates, popular kids, or teachers.

What kind of intervention was used to reduce bullying according to the information given?

- Teachers provided questions about personal attitudes and perceived norms.
- Children were asked to create their own norm.

How did the intervention affect bullying according to the information provided?

- Bullying reduced, not due to changes in perceived norm.

The question on the page originate from the summary of the following study material:

SVhoorcollegesAdolescence

View summary

A unique study and practice tool
Never study anything twice again
Get the grades you hope for
100% sure, 100% understanding

Remember faster, study better. Scientifically proven.