1999 Fiscal Year Final Research Report Summary
The development of conceptions of adult authority and personal-entitlement
| Project/Area Number |
09610104
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Saitama University |
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Principal Investigator |
SHITO Toshimoto Saitama University, Faculty of Education, Associate Professor, 教育学部, 助教授 (30187504)
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| Co-Investigator(Kenkyū-buntansha) |
NINOMIYA Katsumi Aichi-Gakuin University, Department of Information and Policy Studies, Professor, 情報社会政策学部, 教授 (20135271)
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| Project Period (FY) |
1997 – 1999
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| Keywords | social domain theory / social rule / social cognitive development / moral development / parent-child relationship / school education / authority / self-entitlement / adolescent |
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| Research Abstract |
The purpose of this research was to examine the concept of adult authority and self-entitlement in Japanese children.
Parents and teachers of young children disciplined their children neither severely nor indulgently. They rejected children's assertion in moral and prudence issues, and accepts their resistance in personal issues. Children over 4 years old have already possessed the concept of personal domain. They display the consciousness of self-entitlement in personal and conventional domain. Their demonstrations of autonomy over conventional domain cause trouble with their teachers and parents. This kind of conflicts were found in kindergarten and continued during adolescent.
The consciousness of self-entitlement became high from school-age children through junior high school students. The highest consciousness was found in the time of high school. Teachers of adolescents thought decision of students' personal appearance (personal issue) was not under the authority of teachers, but they believed they authorized to determine about moral and conventional events in school.
In summary, children from preschoolers to undergraduate students neither disobey unilaterally to adult authority, nor are obedient to them blindly. Children accept and repulse to adult authority according to nature of the issue. The concept of personal domain exists already in preschool period and children demonstrate self-entitlement in personal and conventional domain. Their autonomy over conventional domain conflicts with adult discipline. This kind of conflicts were found in kindergarten and continued during adolescent. Children's social orientation is heterogeneity and developed in multidimensional situations. The development of autonomous morality in Japanese society was discussed in terms of social domain theory.
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