Department of Educational and Counseling Psychology, McGill University, Montreal, Quebec H3A 1Y2, Canada.
Department of Educational and Counseling Psychology, McGill University, Montreal, Quebec H3A 1Y2, Canada.
J Exp Child Psychol. 2024 Oct;246:105999. doi: 10.1016/j.jecp.2024.105999. Epub 2024 Jul 11.
This study examined a proposed model of relations among lie-telling self-efficacy, moral disengagement, and willingness to tell antisocial lies among children and adolescents. Children and adolescents aged 6 to 15 years completed measures of lie-telling self-efficacy and moral disengagement. They also read vignettes about a character committing a transgression and telling a lie to conceal the transgression. For each vignette, children and adolescents made a hypothetical decision about telling the truth or a lie if they were in the character's position to assess their lie-telling propensity. Lie-telling self-efficacy was related to willingness to tell lies, and this relationship was mediated by moral disengagement. Children and adolescents with higher lie-telling self-efficacy had higher moral disengagement, and those who had higher moral disengagement were more willing to tell antisocial lies. Overall, results support Bandura's social cognitive theory as a framework for understanding the psychosocial mechanisms underlying attitudes toward lie-telling. Moreover, these findings suggest that interventions to address problematic lie-telling behavior should focus on children's and adolescents' use of moral disengagement mechanisms.
本研究考察了说谎效能感、道德脱离与儿童和青少年说谎意愿之间关系的一个假设模型。6 至 15 岁的儿童和青少年完成了说谎效能感和道德脱离的测量。他们还阅读了关于一个角色犯错误并说谎以隐瞒错误的情景故事。对于每个情景故事，如果他们处于角色的位置，孩子们和青少年会做出一个关于是否说实话或说谎的假设性决定，以评估他们的说谎倾向。说谎效能感与说谎意愿相关，这种关系被道德脱离所中介。具有较高说谎效能感的儿童和青少年具有较高的道德脱离，而那些具有较高道德脱离的人更愿意说反社会的谎言。总的来说，结果支持班杜拉的社会认知理论作为理解说谎态度背后的心理社会机制的框架。此外，这些发现表明，解决有问题的说谎行为的干预措施应该侧重于儿童和青少年对道德脱离机制的使用。
