Chapter 11 - Guilt in the Classroom

Abstract

Traditionally, guilt is viewed as a source of psychopathology. This chapter summarizes ways in which guilt may be adaptive in the classroom environment. It reviews empirical data indicating that guilt shows adaptive relationships with a wide range of behaviors inside and outside the classroom. Relationships appear to be robust across age level and, indeed, similar findings appear in childhood and adulthood. Guilt is a social emotion. Greater guilt is positively correlated with healthy interpersonal relationships and with caring, considerate, honest, and trustworthy behavior. Guilt is inversely related to aggressive, acting-out behavior. Moreover, greater guilt is related to volunteerism and eschewal of racist attitudes, suggesting that individuals higher on guilt are more tolerant and accepting of others with backgrounds different from their own and more conscious of inequities. The relationship of guilt to constructive social behavior is becoming increasingly well established. Studies provide evidence that guilt may play a pervasive role in positive adjustment. Its functions may not be limited to the interpersonal domain as one might conclude from the plethora of recent articles investigating social aspects of guilt. This chapter also describes the role that teachers and parents may play by inducing guilt in students in order to encourage them to engage in positive behaviors.