Recently, a multinomial process tree model was developed to measure an agent’s consequence sensitivity, norm sensitivity, and generalized inaction/action preferences when making moral decisions (CNI model). However, the CNI model presupposed that an agent considersconsequences—norms—generalizedinaction/actionpreferences sequentially, which is untenable based on recent evidence. Besides, the CNI model generates parameters at the group level based on binary categorical data. Hence, theC/N/Iparameters cannot be used for correlation analyses or other conventional research designs. To solve these limitations, we developed the CAN algorithm to computenormandconsequencesensitivities and overallaction/inactionpreferences algebraically in a parallel manner. We re-analyzed the raw data of the original CNI model to test the methodological predictions. Our results demonstrate that: (1) theCparameter is approximately equal between the CNI model and CAN algorithm; (2) theNparameter under the CNI model approximately equalsN/(1 −C) under the CAN algorithm; (3) theIparameter andAparameter are reversed around 0.5 – the larger theIparameter, the more the generalized inactionversusaction preference and the larger theAparameter, the more overall actionversusinaction preference; (4) tests of differences in parameters between groups with the CNI model and CAN algorithm led to almost the same statistical conclusion; (5) parameters from the CAN algorithm can be used for correlational analyses and multiple comparisons, and this is an advantage over the parameters from the CNI model. The theoretical and methodological implications of our study were also discussed.

The higher moral sensitivity to bullying a student has, the more likely they are to help the victim or inhibit bullying rather than ignore it. Research has mainly focused on particular sensitivity to bullying, and it remains unknown whether sensitivity to everyday moral issues functions similarly. The present study aimed to examine the effect of everyday moral sensitivity (EMS) on bullying bystander behaviors. We included a range of school children ( n = 1,655, Grades 3–12, 27.6% girls) in Southwest China. The results show 6.10% have been a victim-only, 0.48% have been a bully-only, 0.85% have been the bullying victim, 92.57% have been neither a bully nor a bullying victim, and 45.86% have observed bullying. Students in lower grades are more likely to be bullied. After controlling for covariates (i.e., gender, grade, and social desirability), EMS is positively associated with positive bystander behaviors. Moreover, empathy and moral disengagement (MD) play a mediating role in the relationship between EMS and positive bystander behaviors. The results reveal two parallel processes of EMS influenced bystander behaviors (i.e., empathy and MD). The findings indicate the possibility of cultivating EMS and highlight the role of morality development in preventing school bullying.

Our aim was to identify the relationships between self-esteem and social adaptation, and the chain mediating effect of peer trust and perceived social support in this relationship. The Rosenberg Self-Esteem Scale, Peer Trust Scale, Perceived Social Support Scale, and Scale on Social Adaptability for Secondary School Students were integrated into a paper-and-pencil survey. Participants were 400 adolescents in southwestern China. Results demonstrated that the relationship between self-esteem and social adaptation was partially mediated by peer trust and perceived social support. The results were explained using the ecological systems theory. Self-esteem is inside the core individual; peer trust is in the microsystem and/or mesosystem; perceived social support is in the mesosystem, exosystem, and/or macrosystem. Adolescent social adaptation could be promoted by directly enhancing self-esteem, thus indirectly improving peer trust and perceived social support.