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1.
Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.  相似文献   

2.
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

3.
Trajectories of gender identity were examined from Grade 6 (Mage = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed.  相似文献   

4.
Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, Mage = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, Mage = 12.96, 50% girls, 93% White) and adults (N = 195, Mage = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.  相似文献   

5.
A robust literature documents the significance of gender in children's development, but gaps remain in understanding how developing gender identities link to gender inequalities. This article uses master narratives to analyze the ways that children's gender narratives reinforce or disrupt gender inequality. Semistructured interviews were conducted with 233 Black, White, mixed- and other-race minority children (7–12 years old; Mage = 9.92; 61% girls) in racially diverse schools in the Pacific Northwest. Four narrative types were identified: two “master narratives” that reinforced gender inequality and two “alternative narratives” that disrupted it. Analyses revealed that 5th/6th-graders (vs. 2nd–4th graders) and girls (vs. boys) were more likely to tell alternative narratives. The contributions of master narratives for understanding gender identity, development, and inequality are discussed.  相似文献   

6.
Individual differences in solution strategies have frequently been reported for different measures of mental rotation (MR) ability. In the present study (N = 346 German students), we investigated the relationship between solution strategies on two tests commonly used to identify different patterns of strategies: the Mental Rotations Test (MRT; Vandenberg & Kuse, 1978; Peters, Laeng, Lathan, Jackson, Zaiouna, & Richardson, 1995) and the Cube Comparison Test (CCT; Amthauer, 1953; Amthauer, Brocke, Liepmann, & Beauducel, 2001). The results revealed high convergent validity of the solution strategy assignment. Individuals using analytic (holistic) strategies on the MRT tended to use analytic (holistic) strategies also on the CCT. More females than males were identified as users of analytic solution strategies on the MRT. In addition, males tended to generally show a faster performance than did females. Our findings suggest that solution strategies in MR generalize across different tasks and are not an artifact of a particular test.  相似文献   

7.
This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial Mage = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.  相似文献   

8.
Gender-nonconforming (GN) children are often perceived less positively, which may harm their well-being. We examined the development of such perceptions and an intervention to modify them. Chinese children’s appraisals were assessed using multiple measures (verbal responses, sharing, and rank order task) after viewing vignettes of gender-conforming (GC) and GN hypothetical peers. In Study 1, children (N = 210; 4-, 5-, 8-, and 9-year-olds) were less positive toward GN than GC peers, especially if they were older or if the peers were boys. In Study 2 (N = 211, 8- and 9-year-olds), showing children exemplars of GN peers who displayed positive and GC characteristics subsequently reduced bias against gender nonconformity. These findings inform strategies aimed at reducing bias against gender nonconformity.  相似文献   

9.
The current study took a person-centered approach to examine the heterogeneity of changes in children’s emotions and persistence during a goal-blocking task and examined how different profiles of emotions and persistence related to children’s self-regulation. Children’s anger, sadness, and persistence were rated in a goal-blocking task in toddlerhood (T1; N = 140, 72 boys, Mage = 2.67 years, 90.7% White) and preschool (T2). Children’s self-regulation, specifically sustained attention and engagement, was assessed at T1, T2, and early school-age (T3) from 2005 to 2012. Growth mixture modeling revealed two classes of children at T1 and three classes at T2 with different patterns of anger, sadness, and persistence. Children’s classification at T2, but not T1, significantly predicted their sustained attention and engagement both concurrently and longitudinally.  相似文献   

10.
Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities.  相似文献   

11.
Since robots are becoming involved in children's lives, it is urgent to determine how children perceive robots. The present study assessed whether Japanese 5-year-olds care about their reputation when interacting with a social robot. Children were given stickers and asked to divide them between themselves and an absent recipient. Results revealed that children (N = 112, 55 boys, 57 girls) strategically shared more stickers when being watched by a social interactive robot than by an attentional but non-interactive robot or a still robot. Additionally, children (N = 36, 18 boys, 18 girls) attributed higher psychological properties to social robots. This study is the first to show that 5-year-olds care about their reputations from social robots.  相似文献   

12.
In Tajikistan, infants are bound supine in a “gahvora” cradle that severely restricts movement. Does cradling affect motor development and body growth? In three studies (2013–2018), we investigated associations between time in the gahvora (within days and across age) and motor skills and flattened head dimensions in 8–24-month-old Tajik infants (N = 269, 133 girls, 136 boys)) and 4.3–5.1-year-old children (N = 91, 53 girls, 38 boys). Infants had later motor onset ages relative to World Health Organization standards and pronounced brachycephaly; cradling predicted walk onset age and the proficiency of sitting, crawling, and walking. By 4–5 years, children's motor skills were comparable with US norms. Cultural differences in early experiences offer a unique lens onto developmental processes and equifinality in development.  相似文献   

13.
The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes.  相似文献   

14.
The moderate-to-vigorous physical activity (MVPA) of 70 children (age 8.6 years; 40 boys) was measured and gender and age differences were compared. Boys spent 28 minutes per day more than girls in MVPA (p=0.02, d=0.54), and younger children accumulated 24 minutes more MVPA than older peers (p=0.0001, d=0.91). Similar gender and age-related trends were apparent during segmented periods of the day. The majority of daily MVPA was accrued during school-related time (56.4±9.1%; p=0.0001, d=1.57). The findings reinforce the significance of schools as key environments for MVPA participation and promotion.  相似文献   

15.
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.  相似文献   

16.
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

17.
The dynamic interplay of parental educational aspirations and children's academic self-concept was examined from late childhood through mid-adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3-year intervals (NT1 = 1118; 51% females; 28% migration background; Mage T1 = 9.26, Mage T2 = 12.14, Mage T3 = 15.32). Results from a random intercept cross-lagged panel model revealed positive associations between the two constructs at the between- and within-person level. Findings showed general and time-specific associations between children and parents and reciprocal spill-over effects, whereby higher than usual aspirations predicted higher than usual academic self-concept over time and vice versa, highlighting transactional processes in the context of educational transitions.  相似文献   

18.
It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta‐analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = .12) compared to girls (r = .30). ToM was more strongly associated with popularity (r = .23) than with rejection (r = .13). These findings confirm that ToM development has significant implications for children's peer relationships.  相似文献   

19.
Children ages 5–13 years (N = 82) responded to prosocial and prohibitive moral dilemmas featuring characters whose desires conflicted with another person's need for help or ownership rights. The gender of the characters matched for half the trials (in‐group version) and mismatched for the other half (out‐group version). Both boys and girls judged that people would more likely help and not harm the gender in‐group versus out‐group. Only girls exhibited gender bias in emotion attributions, expecting girls to feel happier helping girls and better ignoring the needs of boys. With increasing age, children exhibited greater awareness of the emotional benefits of prosocial sacrifice and made stronger distinctions by need level when evaluating prosocial decisions, obligations, and permissibility.  相似文献   

20.
This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019–2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2–13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black, 8.5% multiethnic; primarily middle-to-high income). Quantitative analyses showed a significant SMU and PMU increase (medium effect size). There was a steeper increase in PMU among school-age (older) children. Together, the qualitative and quantitative results suggest that the PMU and SMU increase were influenced by distal, proximal, and maintaining factors including the COVID-19 pandemic, distance learning, child behaviors, other children, parental mediation, and positive media reinforcement.  相似文献   

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