Contributions of parents and peers to children's moral socialization

This article is concerned with the process of moral development, or specifically, how children acquire a sense of right and wrong from their interactions with two major agents of socialization—parents and peers. The first section of the paper critically examines the literature on parental influences and draws several conclusions about the ways in which parents affect children's moral character. The focus then shifts to a review of the literature on peer group contributions to moral socialization. The paper concludes by examining the literature on cross-pressures, and offering a perspective on the ways in which parental and peer group influences combine to affect children's moral development.     

Promoting patient autonomy: Looking back

Theoretical Medicine and Bioethics - The pinnacle of the physician's clinical skills is his ability to develop the autonomy of his patients in the management of their health affairs. To do this...     

ATTITUDES TOWARD READING EXPRESSED BY ELEMENTARY SCHOOL STUDENTS DIAGNOSED WITH LEARNING DISABILITIES

Attitude toward reading affects student's achievement. While conventional wisdom and comparisons with low-skilled, non-disabled students suggest that students with learning disabilities have negative attitudes toward reading, few studies exist to support these inferences. The present study uses the Elementary Reading Attitude Survey (McKenna & Kear, 1990) to describe elementary students' diagnosed with learning disabilities attitudes toward academic and recreational reading and to compare their attitudes with those expressed by their non-disabled peers. The findings show that students with learning disabilities who received reading instruction in special-education, resource rooms expressed reading attitudes that equaled or exceeded those expressed by low and average non-disabled students in a nationwide study conducted by McKenna and Kear (1990). The findings also indicated that the students' diagnosed with learning disabilities attitudes remained more stable across grades 1 through 5 than those expressed by their non-disabled students in the McKenna and Kear (1990) study.