Interpersonal transgressions and psychological loss: Understanding moral repair as dyadic, reciprocal, and interactionist

Properties of the modified self-forgiveness dual-process scale in populations at risk for moral injury

Despite theory suggesting that self-forgiveness facilitates recovery from moral injury, no measure of self-forgiveness has been validated with individuals exposed to potentially morally injurious events (PMIEs). Military veterans, healthcare workers, and first responders who reported PMIE exposure (n = 924) completed the Self-Forgiveness Dual-Process Scale, which assesses two dimensions of the self-forgiveness process. The first dimension, value affirmation, refers to appraising personal responsibility and being willing to make amends for one's involvement in a PMIE. The second dimension, esteem restoration, refers to accepting oneself as valuable and capable of growth despite one's failures and imperfections. Exploratory and Confirmatory Factor Analyses replicated the original scale's two-factor structure in 10 items modified to apply to the diverse contexts in which PMIEs occur. Next, we found that the factor structure, item loadings, and item intercepts were fully or partially invariant across professions, genders, races, ages, and religious affiliations in a series of Multi-Group Confirmatory Factor Analyses. Finally, diverging patterns of associations between value affirmation and esteem restoration with moral distress, posttraumatic stress, depression, insomnia, functional impairment, and posttraumatic growth provide evidence of convergent and discriminant validity between the subscales. The modified self-forgiveness dual process scale is the first measure of self-forgiveness to be validated with individuals exposed to a PMIE. Researchers and clinicians can use the scale to examine how self-forgiveness (or difficulties with forgiving oneself) relates to moral injury.

The competition dynamics of approach and avoidance motivations following interpersonal transgression

Two behavioral motivations coexist in transgressors following an interpersonal transgression-approaching and compensating the victim and avoiding the victim. Little is known about how these motivations arise, compete, and drive transgressors' decisions. The present study adopted a social interaction task to manipulate participants' (i.e., the transgressor) responsibility for another's (i.e., the victim) monetary loss and measure the participants' tradeoff between compensating the victim and avoiding face-to-face interactions with the victim. Following each transgression, participants used a computer mouse to choose between two options differing in the amount of compensation to the victim and the probability of face-to-face contact with the victim. Results showed that as participants' responsibility increased, 1) the decision weights on contact avoidance relative to compensation increased, and 2) the onset of the contact-avoidance attribute was expedited and that of the compensation attribute was delayed. These results demonstrate how competing social motivations following transgression evolve and determine social decision-making and shed light on how social-affective state modulates the dynamics of decision-making in general.

Beliefs about the Nature of Forgiveness and Avoidance of an Offender among Chinese College Students

Previous research on beliefs about the nature of forgiveness (unconditional and conditional) has focused on their effects on health and well-being. However, little is known about how they influence victims' responses to interpersonal offenses. Given that avoidance is a common response to offenses during early adulthood, this study investigated the relationships between beliefs in unconditional and conditional forgiveness and avoidance of an offender among Chinese college students, the mediating role of forgiveness, and the moderating role of whether or not the offender explains the offense. Participants were 423 Chinese college students. They were asked to recall an unforgettable incident in which another person had offended them, and then completed the following measures: the offender's explanation, the belief in unconditional/conditional forgiveness, forgiveness, and avoidance of the offender. The study found that: (1) Victims' belief in unconditional forgiveness negatively predicts their avoidance of an offender, whereas their belief in conditional forgiveness positively predicts the avoidance of an offender. (2) Forgiveness mediates the relationships between beliefs in unconditional and conditional forgiveness and avoidance of an offender. (3) The offender's explanation moderates the relationships between the belief in conditional forgiveness and forgiveness, as well as avoidance of an offender.

Turning Tables: Offenders Feel Like "Victims" When Victims Withhold Forgiveness

When offenders apologize to victims for a wrongdoing, they often expect forgiveness in return. Sometimes, however, victims may withhold forgiveness. Across four experimental studies, we find that offenders feel like "victims" when victims respond to their apologies with non-forgiveness. This can be explained by the fact that they interpret non-forgiveness as both a norm violation and a threat to their sense of power. Together, these mechanisms can account for the relationship between non-forgiveness and negative conciliatory sentiments in offenders. These effects of non-forgiveness emerge irrespective of whether the transgression is recalled (Study 1) or imagined (Studies 2-4). They are specific to non-forgiveness rather than a lack of explicit forgiveness (Study 3), and are not qualified by subtle prods for participants to take the victim's perspective (Study 4). These findings demonstrate a destructive response pattern in offenders that warrants further attention.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M_age = 11.96 (SD = 0.18), 50% girls] and their teachers. Adolescents reported on daily prosocial behavior and reactive and proactive aggression for ten consecutive days. Teachers and adolescents reported on adolescents' overall prosocial behaviors. Across-day prosocial behaviors increased after days when adolescents exhibited more reactive aggression but not among self-reported low-prosocial adolescents. Increased prosocial behaviors did not mitigate aggression the next day. The findings suggest prosocial behaviors are a plausible compensatory strategy after daily aggressive reactions.