Browsing by Author "Liu, Jianjin"
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Item Chinese Adolescents’ Conceptions of Teacher Authority and Their Relations to Rule Violations in School(Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Liu, JianjinBased on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents’ older age, less endorsement of legitimacy of teacher authority, and greater dislike for school predicted more teacher- and self-reported misconducts. Implications for moral education from these results were also discussed.Item Social Cognitive Domain Coordination in Left-Behind Children: A Comparative Study of Left-Behind and Non-Left-Behind Children in Rural China(Wydawnictwo Naukowe Instytutu Filozofii UAM, 2016) Liu, JianjinForty-seven left-behind children (LB) and 40 non-left-behind children (NL) in rural China were interviewed to evaluate moral, conventional, and personal violations by providing judgments and justifications. The results suggested that both LBs and NLs differentiate the rules of moral, conventional and personal domains. However, there are some differences: 1. The NL considered it acceptable to commit a personal infraction when there was no rue prohibiting it, while the LB considered it wrong; 2. The younger male LBs were more willing to accept situations without moral psychological rules, compared with younger female LBs, older male LBs, and younger male NLs. Age, sex differences were also found. The one out of our expectation is that younger males considered it more acceptable to commit a personal infraction than older males did and believed it all right if there was no explicit rule on it. Meanwhile, in providing reasons to support their judgments or evaluations, the findings revealed that: 1. More often LBs referred to social conventional reasoning even when evaluating moral and personal rules and violations, especially on personal issues; 2. LBs used more justifications of punishment and fewer justifications of personal growth. The implications of the results of the study for children’s moral development and education, especially for LBs, are discussed.