Lived on school situations, self-respect and development of the moral judgment in the latency period

dc.creator	Emile-Henri Riard
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:47Z
dc.date.available	2015-07-20T22:11:47Z
dc.identifier	1517-9869
dc.identifier	1981-8106
dc.identifier	https://doaj.org/article/de674952e75a48b5abe99f06930064f0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14700
dc.description	According to an approach of clinical social psychology, the point of view adopted in this article is triple: 1- to consider the "common" school situations as potentially generators of difficulties; 2-join upstream to the adolescence to improve the understanding of this last one; 3 - to consider the lived of the pupils. The research led in France (children, 6 to 11 years old), by questionnaire (48 situations raising from the schooling: class, school playground, route place of residence / school, and place ofresidence were proposed); test of self-respect (Coopersmith); moral development (Kohlberg). Variables: age, sex, mode of housing environment, school position, classification, department....The results (variance’ analysis) demonstrate a functioning "altogether" of the level of lived on difficulty. As significant variables, in ascending order lessening: the sex (the boys feel more the difficulties than the girls); the age (the level of lived difficulty decreases with the age but concerns especially the school playground); the mode of housing environment (collective). The class is the most carrier space of differences of lived on difficulties independently of variables. The level of autonomy and the self-respect are proportionned in broad outline conversely at the level of difficulty lived. The conclusion emphasizes the importance of the effects interactive and of accumulation of the situations
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Education Departament and Post-Graduation Program in Education of Biosciences Institute of São Paulo State University
dc.relation	http://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4689/3752
dc.relation	https://doaj.org/toc/1517-9869
dc.relation	https://doaj.org/toc/1981-8106
dc.source	Educação : Teoria e Prática, Vol 21, Iss 36, Pp 23-44 (2011)
dc.subject	Lived school situations
dc.subject	Latency period
dc.subject	Accumulation of deficits
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Lived on school situations, self-respect and development of the moral judgment in the latency period
dc.type	article