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Cover -- Title -- Copyright -- Original Title -- Original Copyright -- Contents -- INTRODUCTION -- PART 1 Values: General Theoretical Perspectives -- 1 VALUES FROM THE PERSPECTIVE OF COGNITIVE-EXPERIENTIAL SELF-THEORY -- The Nature of Values -- Cognitive-Experiential Self-Theory -- Values from the Perspective of Cognitive-Experiential Self-Theory -- Values at the Level of the Social Group -- Acknowledgments -- 2 DIMENSIONS OF DEVELOPMENT IN MORAL VALUES -- Two Approaches to the Development of Morality -- Morality as Part of the Evaluative System

Abstract The primary purpose of the present study was to examine the interrelations among children's typical emotions, goals, and behavior during peer conflict and to examine emotions and goals as joint predictors of behavior. Children (7 to 11 years old) described recent conflicts with peers and were questioned about their emotions, goals, and behaviors. The friendliness of children's reported goals during conflict was associated with low anger intensity and with high intensity of sadness. Children who tended to report nonconstructive behavior also tended to report relatively intense anger and relatively unfriendly goals. Furthermore, in regression analyses, the friendliness of goals uniquely predicted the constructiveness of children's behavior after controlling for the effects of anger intensity, age, gender, provoking event, and friendship with the peer. Although boys and girls reported similar levels of anger and sadness, girls reported friendlier goals and more constructive behavior than did boys. The use of self‐reports of actual events to examine peer conflict during middle childhood is also discussed.

Das Kapitel behandelt zunächst die Gründe für die Untersuchung der Kindesentwicklung und ihre historischen Wurzeln. Es werden anschließend Leitfragen der Kindesentwicklung sowie Methoden der Untersuchung kindlicher Entwicklung erläutert. Eine Zusammenfassung stellt schließlich die Kernthesen der einzelnen Abschnitte in einer kompakten Übersicht dar.(DIPF/paul)