Author ORCID Identifier
Santo - https://orcid.org/0000-0002-2057-1519
Thomas – https://orcid.org/0000-0002-2102-2909
da Cunha - https://orcid.org/0000-0002-4003-6847
Document Type
Article
Publication Date
7-1-2022
Publication Title
Journal of Moral Education
Volume
52
Issue
4
First Page
417
Last Page
434
Abstract
Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.
Recommended Citation
Kendra J. Thomas, Josafá M. da Cunha & Jonathan B. Santo (2023) Just environments foster character: A longitudinal assessment of school climate, Journal of Moral Education, 52:4, 417-434, DOI: 10.1080/03057240.2022.2081138
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Moral Education on July 1, 2022, available online: https://doi-org.leo.lib.unomaha.edu/10.1080/03057240.2022.2081138