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1.
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.  相似文献   

2.
Individuals often develop negative biases toward unfamiliar or denigrated groups. Two experimental studies were conducted to investigate the extent to which brief negative messages about novel social groups influence children's (4- to 9-year-olds'; N = 153) intergroup attitudes. The studies examined the relative influence of messages that are provided directly to children versus messages that are overheard and examined whether the force of these messages varies with children's age. According to implicit and explicit measures of children's intergroup attitudes, children rapidly internalized messages demeaning novel groups, thus forming negative attitudes toward outgroups merely on the basis of hearsay. These effects were generally stronger among older children, and were particularly pronounced when the message was provided directly to children.  相似文献   

3.
To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (Mage T1 = 11.54 years, Mage T2 = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.  相似文献   

4.
This article advances a self‐socialization perspective demonstrating that children's understanding of both gender categories represents an intergroup cognition that is foundational to the development of gender‐stereotyped play. Children's (N = 212) gender category knowledge was assessed at 24 months and play was observed at 24 and 36 months. Higher levels of gender category knowledge and, more specifically, passing multiple measures of knowledge of both gender categories at 24 months was related to increases in play over time with gender‐stereotyped toys (doll, truck), but not gender‐stereotyped forms of play (nurturing, motion). In contrast to the long‐standing focus on self‐labeling, findings indicate the importance of intergroup cognitions in self‐socialization processes and demonstrate the generalizability of these processes to a diverse sample.  相似文献   

5.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

6.
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.  相似文献   

7.
Failure to delay gratification may not indicate poor control or irrationality, but might be an adaptive response. Two studies investigated 3.5‐ and 4.5‐year‐old children's ability to adapt their delay and saving behavior when their preference (e.g., to delay or not delay) became nonadaptive. In Study 1 (N = 140), children's delay preference was associated with a risk of losing rewards. In Study 2 (N = 142), children's saving preference was associated with an inability to play an attractive game. Whereas baseline delaying and saving preferences were unrelated to a standardized executive function measure, children who switched to their nonpreferred choice scored higher, suggesting flexibility of decision‐making may be a more meaningful dependent variable than baseline performance in developmental research on self‐control.  相似文献   

8.
Two studies (conducted in 2013) examined whether elementary‐aged children endorse a within‐gender stereotype about sexualized girls. In Study 1, children (N = 208) ages 6–11 rated sexualized girls as more popular but less intelligent, athletic, and nice compared to nonsexualized girls. These distinctions were stronger for girls and older children, and in accordance with our developmental intergroup theoretical framework, were related to children's cognitive development and media exposure. Study 2 (N = 155) replicated the previous findings using more ecologically valid and realistic images of girls and further explored individual differences in the endorsement of the sexualized girl stereotype. Additional results indicated that the belief that girls should be appearance focused predicted their endorsement of the sexualized girl stereotype.  相似文献   

9.
This research examined the overtime reciprocal relations between maternal and paternal harsh discipline and children's externalizing behavior. Seven hundred two father–mother dyads of children (6–9 years of age at baseline) completed measures of parental harsh discipline and children's externalizing behavior at five time points, 1 year apart. Autoregressive latent trajectory models revealed that maternal and paternal corporal punishment predicted subsequent children's externalizing behavior (parent‐driven effects), whereas children's externalizing behavior predicted subsequent maternal and paternal psychological aggression (child‐driven effects). The parent‐driven effects became stronger, whereas the child‐driven effects were equally strong across time. Furthermore, the parent‐driven effects for corporal punishment were found for both boys and girls, whereas the child‐driven effects for psychological aggression were found only for boys.  相似文献   

10.
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11.
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

12.
Children's prosocial behavior and personal distress are likely affected by children's temperament as well as parenting quality. In this study, we examined bidirectional relations from age 30 to 42 months between children's (N = 218) prosocial or self-focused (presumably distressed) reactions to a relative stranger's distress and both supportive emotion-related maternal reactions to children's emotions and children's shyness/inhibition. When controlling for 30-month prosocial behavior and personal distress behavior, maternal supportive (emotion-focused and problem-focused) reactions were positively related to prosocial behavior and marginally negatively related to children's personal distress behaviors and shyness/inhibition at 42 months. Thirty-month personal distress behavior predicted greater shyness/inhibition at 42 months, and 30-month shyness/inhibition was negatively related to prosocial behavior at 30 months.  相似文献   

13.
Relations between maternal mind‐mindedness (appropriate and nonattuned mind‐related comments), children's age‐2 perspective‐taking abilities, and attachment security at 44 (n = 165) and 51 (n = 128) months were investigated. Nonattuned comments predicted insecure preschool attachment, via insecure 15‐month attachment security (44‐month attachment) and poorer age‐2 perspective‐taking abilities (51‐month attachment). With regard to attachment stability, higher perspective‐taking abilities distinguished the stable secure groups from (a) the stable insecure groups and (b) children who changed from secure to insecure (at trend level). These effects were independent of child gender, stressful life events, and socioeconomic status (SES). The contribution of these findings to our understanding of stability and change in attachment security from infancy to the preschool years is discussed.  相似文献   

14.
Links between children's attachment security with mothers and fathers, assessed in Strange Situation with each parent at 15 months (N = 101), and their future behavior problems were examined. Mothers and fathers rated children's behavior problems, and children reported their own behavior problems at age 8 (N = 86). Teachers rated behavior problems at age 6½ (N = 86). Insecurity with both parents had a robust effect: “Double‐insecure” children reported more overall problems, and were rated by teachers as having more externalizing problems than those secure with at least 1 parent. Security with either parent could offset such risks, and security with both conferred no additional benefits. High resistance toward both parents in Strange Situation may confer “dual risk” for future externalizing behavior.  相似文献   

15.
Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development.  相似文献   

16.
The present study compared 5‐ and 10‐year‐old North American and Israeli children's beliefs about the objectivity of different categories (n = 109). Children saw picture triads composed of two exemplars of the same category (e.g., two women) and an exemplar of a contrasting category (e.g., a man). Children were asked whether it would be acceptable or wrong for people in a different country to consider contrasting exemplars to be the same kind. It was found that children from both countries viewed gender as objectively correct and occupation as flexible. The findings regarding race and ethnicity differed in the two countries, revealing how an essentialist bias interacts with cultural input in directing children's conceptualization of social groups.  相似文献   

17.
In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage = 49 months; 48.12% females) were followed up for 3 years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.  相似文献   

18.
This study investigated the contents of children's attitudes toward the elderly and compared these attitudes with the children's attitudes toward young people.

The Children's Views on Aging (CVOA) questionnaire was administered to 256 latency‐aged (8‐10 year‐old) children. The children were white and black, male and female, and came from both rural and urban backgrounds.

The children's responses to the CVOA were analyzed quantitatively using chi‐square and t‐tests. The results showed that children had some negative perceptions of the aging process, but positive views of the older person. Comparison of the children's attitudes toward older people and young people showed that the children's attitudes were more negative toward older people in the potency dimension of attitude but more positive toward older people in the evaluative dimension. The findings suggest that children's attitudes toward aging are complex and diverse. Important implications for educational practice are discussed.

This study formed part of Ronald Marks’ doctoral dissertation submitted to the Graduate Faculty of the School of Social Work, University of Pittsburgh, 1980.  相似文献   

19.
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

20.
Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self‐regulation, which in turn reduces children's externalizing behavior.  相似文献   

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