The Happy Victimizer Pattern in Adulthood State of the Art and Contrasting Approaches: Introduction to the Special Issue

Main Article Content

Eveline Gutzwiller-Helfenfinger
Karin Heinrichs

Abstract

no abstract

Article Details

How to Cite
Gutzwiller-Helfenfinger, E. ., & Heinrichs, K. (2020). The Happy Victimizer Pattern in Adulthood: State of the Art and Contrasting Approaches: Introduction to the Special Issue. Frontline Learning Research, 8(5), 1-4. https://doi.org/10.14786/flr.v8i5.681
Section
Articles

References

Arsenio, W. F., & Kramer, R. (1992). Victimizers and their victims: Children's conceptions of the mixed emotional consequences of moral transgressions. Child Development, 63, 915-927. https://doi.org/10.1111/j.1467-8624.1992.tb01671.x

Arsenio, W. F., & Lover, A. (1995). Children’s conceptions of socio-moral affect: Happy victimizers, mixed emotions, and other expectancies. In M. Killen & D. Hart (Eds.), Morality in everyday life (pp. 87-130). New York: Cambridge University Press.

Arsenio, W. F., Gold, J., & Adams, E. (2006). Children's conceptions and displays of moral emotions. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 581-610). New Jersey: Erlbaum.

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Melbourne: Education Services Australia.

Bienengräber, T. (2011). Situierung oder Segmentierung? – Zur Entstehung einer differenzierten moralischen Urteilskompetenz [Situationism or segmentation? – On the formation of differentiated moral judgment competence]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 107(4), 499-519.

Gutzwiller-Helfenfinger, E., & Latzko, B. (2020). Happy Victimizing in emerging adulthood: Reconstruction of a developmental phenomenon? Frontline Learning Research, 8(5), 47-69. https://doi.org/10.14786/flr.v8i5.382

Heinrichs, K., Kärner, T., & Reinke, H. (2020). An action-theoretical approach to the ‘Happy Victimizer’ Pattern – Exploring the role of moral disengagement strategies on the way to action, Frontline Learning Research, 8(5), 24-46. https://doi.org/10.14786/flr.v8i5.386

Heinrichs, K., Minnameier, G., Gutzwiller-Helfenfinger, E. & Latzko, B. (2015). „Don’t worry, be happy“? – Das Happy-Victimizer-Phänomen im berufs- und wirtschaftspädagogischen Kontext [The Happy Victimizer Phenomenon in a vocational and business educational context]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 111(1), 31-55.

Heinrichs, K., Gutzwiller-Helfenfinger, E., Latzko, B., Minnameier, G. & Döring, B. (2020). Happy-Victimizing in adolescence and adulthood – Empirical findings and further perspectives, Frontline Learning Research, 8(5), 5-23. https://doi.org/10.14786/flr.v8i5.385

Krettenauer, T., & Eichler, D. (2006). Adolescents' self-attributed emotions following a moral transgression: Relations with delinquency, confidence in moral judgment, and age. British Journal of Developmental Psychology, 24, 489-506. https://doi.org/10.1348/026151005X50825

Krettenauer, T., Asendorpf, J. B., & Nunner-Winkler, G. (2013). Moral emotion attributions and personality traits as long-term predictors of antisocial conduct in early adulthood Findings from a 20-year longitudinal study. International Journal of Behavioral Development, 37(3), 192-201. https://doi.org/10.1177/0165025412472409

Krettenauer, T., Malti, T., & Sokol, B. (2008). The development of moral emotions and the Happy Victimizer phenomenon: a critical review of theory and applications. European Journal of Developmental Science, 2, 221-235. doi: 10.3233/DEV-2008-2303

Kultusministerkonferenz. (2014). Standards für die Lehrerbildung: Bildungswissenschaften. [Standards for teacher education: Educational Sciences]. Berlin: Sekretariat der Kultusministerkonferenz.

Lagatutta, K. H. (2005). When you shouldn’t do what you want to do: young children’s understanding of desires, rules, and emotions. Child Development, 76, 713-733. https://doi.org/10.1111/j.1467-8624.2005.00873.x

Latzko, B., & Malti, T. (Eds.) (2010). Children’s moral emotions and moral cognition – Developmental and educational perspectives. New Directions for Child and Adolescent Development, No. 129. https://doi.org/10.1002/cd.v2010:129

Malti, T., Gummerum, M., Keller, M., & Buchmann, M. (2009). Children’s moral motivation, sympathy, and prosocial behavior. Child Development, 80, 442-460. https://doi.org/10.1111/j.1467-8624.2009.01271.x

Malti, T., Häcker, T., & Nakamura, Y. (2009). Sozial-emotionales Lernen in der Schule [Socioemotional learning in schools]. Zurich, Switzerland: Pestalozzianum Verlag.

Minnameier, G. (2020). Explaining Happy Victimizing in adulthood – A cognitive and economic approach, Frontline Learning Research, 8(5), 70-90. https://doi.org/10.14786/flr.v8i5.381

Nunner-Winkler, G. (2012). Moral [Morality]. In E. Schneider & U. Lindenmann (Hrsg.), Entwicklungspsychologie (S. 521-541). Weinheim: Beltz.

Nunner-Winkler, G. (2007). Development of moral motivation from childhood to early adulthood. Journal of Moral Education, 36(4), 399-414. https://doi.org/10.1080/03057240701687970

Nunner-Winkler, G. (1999). Development of moral understanding and moral motivation. In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12 (pp. 253-292). Cambridge: Cambridge University Press.

Nunner-Winkler, G. & Sodian, B. (1988). Children’s understanding of moral emotions. Child Development, 59, 1323-1338. doi: 10.2307/1130495