Shame and guilt as behaviour regulators: relationships with bullying, victimization and prosocial behaviour.

Abstract This study aimed at investigating intentional and non-intentional situations eliciting shame and guilt in relation to children’s involvement in bullying, victimization and prosocial behaviour. We used the contextual model designed by Olthof, Schouten, Kuiper, Stegge, and Jennekens-Schinkel (2000) according to which certain situations elicit more shame than guilt (‘shame-only’, SO), whereas others elicit both guilt and shame (‘shame-and-guilt’, SAG). Besides these, four new scenarios were added (2 SO and 2 SAG) in which the protagonist was alternatively the perpetrator or the receiver of harm. Participants were 121 children aged 9–11, who filled in the self-report Shame and Guilt Questionnaire, and a peer nomination survey to investigate the roles of bully, victim, prosocial and not involved. Results showed that in SAG situations, perpetratedharm situations elicited more guilt than neutral situations; while in SO situations, neutral situations elicited more shame than received-harm situations. In SAG situations, prosocial children reported feeling more ashamed and guilty than bullies and notinvolved children, while in SO situations, victims scored higher on shame than notinvolved children. Results are discussed considering the contextual model employed and the relationship between emotions and behaviours. In recent years, research on emotion has increased enormously and