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

Abstract

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

Keywords

• Lived school situations
• Latency period
• Accumulation of deficits