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In response to ethical transgressions, some children respond with ethical guilt (e.g., remorse), while others do not. The affective and cognitive precursors of ethical guilt have been widely studied on their own, however, few studies have looked at the interaction of affective (e.g., sympathy) and cognitive (e.g., attention) precursors on ethical guilt. This study examined the effects of children’s sympathy, attentional control, and their interaction on 4 and 6-year-old children’s ethical guilt. A sample of 118 children (50% girls, 4-year-olds:  M age = 4.58,  SD  = .24,  n  = 57; 6-year-old:  M age = 6.52,  SD  = .33,  n  = 61) completed an attentional control task and provided self-reports of dispositional sympathy and ethical guilt in response to hypothetical ethical violations. Sympathy and attentional control were not directly associated with ethical guilt. Attentional control, however, moderated the relation between sympathy and ethical guilt, such that sympathy was more strongly related to ethical guilt at increasing levels of attentional control. This interaction did not differ between 4- and 6-year-olds or boys and girls. These findings illustrate an interaction between emotion and cognitive processes and suggest that promoting children’s ethical development may require a focus on both attentional control and sympathy.

Attentional Control Moderates the Relation between Sympathy and Ethical Guilt