Abstract
Abstract
Background
Moral psychology has traditionally emphasized moral reasoning; however, increasing attention has been directed toward moral emotions and their role in children’s moral development. This shift has been accompanied by conceptual ambiguity regarding how moral emotions are defined and what functions they are assumed to serve in developmental research. Greater conceptual clarity is therefore needed to strengthen theoretical coherence in the field.
Methods
A scoping review was conducted to map the definitions and functions attributed to moral emotions in developmental psychology studies involving children aged 0–12 years. Studies explicitly using the term moral emotion were included. Searches were performed in six databases using the Population–Concept–Context framework, following Joanna Briggs Institute guidelines and the PRISMA extension for scoping reviews. Data were extracted and analyzed through inductive qualitative content analysis, focusing on explicit definitions and described functions of moral emotions.
Results
Forty-seven studies met the inclusion criteria. Although most studies defined the specific emotions examined (e.g., guilt or shame), only nine provided explicit definitions of moral emotions. These definitions predominantly emphasize cognitive and self-evaluative processes, often in relation to social norms and concern for others. Functions were identified in twenty-nine studies, most frequently emphasizing roles in behavioral regulation and motivation, particularly in relation to moral and prosocial behavior. Additional functions included social orientation, cognitive processes, norm internalization, developmental processes, and aspects of well-being.
Conclusions
Taken together, the pattern observed across studies suggests that, while there is substantial conceptual attention to specific moral emotions, the broader term “moral emotions” is less frequently articulated, even as the functions attributed to these emotions are often explicitly described. This configuration indicates that research in developmental psychology can be understood as reflecting an implicit, function-oriented understanding of moral emotions. By systematically mapping how definitions and functions are used across studies, this review contributes to greater conceptual clarity and may support future efforts to refine theoretical articulation in research on children’s moral development.