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Barth C, Grütter J. Inclusive classroom norms and children's expectations of inclusion of peers with learning difficulties in their social world. J Sch Psychol 2024; 104:101312. [PMID: 38871421 DOI: 10.1016/j.jsp.2024.101312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 09/27/2023] [Accepted: 03/21/2024] [Indexed: 06/15/2024]
Abstract
We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, and unfamiliar story protagonist). Swiss elementary school children (N = 1019; 51% girls; Mage = 10.20 years; Grades 3-6) shared their perceptions of inclusive classroom norms and answered questions regarding the inclusion of a character with learning difficulties in an academic scenario. Multilevel analyses revealed that children expected less inclusion from their friends (estimated OR = 0.14, p < .001) or the unfamiliar story protagonist (estimated OR = 0.15, p < .001) than from themselves. Inclusive classroom norms positively predicted children's own (estimated OR = 3.17, p = .041) and their friends' inclusion expectations (estimated OR = 4.59, p = .007). Moreover, individuals who perceived higher inclusive norms than the classroom average were less concerned that the inclusion of the child with learning difficulties would threaten successful group functioning (γ = - 0.19, p = .011). To target the inclusion of children with learning difficulties, school psychologists can heighten classmates' perceptions of inclusive norms and pay attention to individual differences in norm perception.
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Affiliation(s)
| | - Jeanine Grütter
- Ludwig-Maximilians University of Munich, Germany; University of Teacher Education Lucerne, Switzerland
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Xiao SX, Martin CL, Spinrad TL, Eisenberg N, DeLay D, Hanish LD, Fabes RA, Oswalt K. Being helpful to other-gender peers: School-age children's gender-based intergroup prosocial behaviour. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 40:520-538. [PMID: 35748876 DOI: 10.1111/bjdp.12426] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 06/08/2022] [Indexed: 11/28/2022]
Abstract
Promoting prosocial behaviour towards those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goals were to better understand the development of school-age children's intergroup prosocial behavior and the extent to which elementary school-age children consider their own and the recipient's gender in prosocial behaviour. Participants included 515 3rd, 4th and 5th graders (263, 51.1% boys, Mageinyears = 9.08, SD = 1.00) surveyed in the fall (T1) and spring (T2). We assessed children's prosociality using peer nominations. Children became more prosocial toward same-gender peers over time but prosocial behavior toward other-gender peers remained stable. We found that gender mattered: Children showed an ingroup bias in prosociality favouring members of their own-gender group. Having other-gender friendships positively predicted children's prosocial behaviour towards other-gender peers over time. Children's felt similarity to other-gender peers was not directly, but indirectly, related to more prosocial behaviour toward other-gender peers. Findings shed light on potential pathways to fostering school-age children's intergroup prosocial behaviors.
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Affiliation(s)
- Sonya Xinyue Xiao
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Carol Lynn Martin
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, Arizona, USA
| | - Dawn DeLay
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Laura D Hanish
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Richard A Fabes
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Krista Oswalt
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
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Stengelin R, Toppe T, Kansal S, Tietz L, Sürer G, Henderson AME, Haun DBM. Priming third-party social exclusion does not elicit children's inclusion of out-group members. ROYAL SOCIETY OPEN SCIENCE 2022; 9:211281. [PMID: 35116151 PMCID: PMC8790344 DOI: 10.1098/rsos.211281] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
This study investigates how culture and priming 3- to 7-year-old children (N = 186) with third-party social exclusion affects their subsequent inclusion of out-group members. Children in societies that tend to value social independence (Germany, New Zealand) and interdependence (Northern Cyprus) were randomly assigned to minimal groups. Next, they watched video stimuli depicting third-party social exclusion (exclusion condition) or neutral content (control condition). We assessed children's recognition of the social exclusion expressed in the priming videos and their understanding of the emotional consequences thereof. We furthermore assessed children's inclusion behaviour in a ball-tossing game in which participants could include an out-group agent into an in-group interplay. Children across societies detected third-party social exclusion and ascribed lower mood to excluded than non-excluded protagonists. Children from Germany and New Zealand were more likely to include the out-group agent into the in-group interaction than children from Northern Cyprus. Children's social inclusion remained unaffected by their exposure to third-party social exclusion primes. These results suggest that children from diverse societies recognize social exclusion and correctly forecast its negative emotional consequences, but raise doubt on the notion that social exclusion exposure affects subsequent social inclusion.
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Affiliation(s)
- R. Stengelin
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
- Leipzig Research Center for Early Child Development, University of Leipzig, Jahnallee 59, 04109 Leipzig, Germany
| | - T. Toppe
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
| | - S. Kansal
- Faculty of Education, University of Leipzig, Marschnerstr. 31, 04109 Leipzig, Germany
| | - L. Tietz
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
| | - G. Sürer
- Faculty of Education, University of Leipzig, Marschnerstr. 31, 04109 Leipzig, Germany
| | - A. M. E. Henderson
- School of Psychology, University of Auckland, 23 Symonds St, Auckland 1010, New Zealand
| | - D. B. M. Haun
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
- Leipzig Research Center for Early Child Development, University of Leipzig, Jahnallee 59, 04109 Leipzig, Germany
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Danniels E, Perlman M. Because ‘everybody believes in different things’: Examining tolerance of divergent preferences, beliefs, and morals in kindergarten students. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Erica Danniels
- Applied Psychology & Human Development Ontario Institute for Studies in Education University of Toronto Toronto Ontario Canada
| | - Michal Perlman
- Applied Psychology & Human Development Ontario Institute for Studies in Education University of Toronto Toronto Ontario Canada
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Peral-Suárez Á, Cuadrado-Soto E, Perea JM, Navia B, López-Sobaler AM, Ortega RM. Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective. BMC Pediatr 2020; 20:337. [PMID: 32635918 PMCID: PMC7339494 DOI: 10.1186/s12887-020-02229-z] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 06/29/2020] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Physical activity plays an important role in the maintenance of health, and it is especially important during childhood. However, the lack of information about differences in physical activity practice and sports preferences of children considering gender differences can result in non-effective policies that enhance inequalities between sexes. The aim of this study is to identify the sports preferences of Spanish schoolchildren and their physical activity practice behaviors depending on their sex and their parental care, analyzing the possible differences from a gender perspective. METHOD Three hundred sixty-four Spanish schoolchildren (179 girls, 185 boys) participated in this cross-sectional study. A daily physical activity questionnaire was used to evaluate physical activity level (PAL), moderate-to-vigorous physical activity (MVPA) and sports preferences and a socio-health questionnaire were used to collect data about parental care. Statistical analysis was performed using SPSS and applying Student's T-test for normal variables, Mann-Whitney U-test for non-parametrical variables, and chi-square (χ2) test for categorical variables. Subsequently, odds ratios were used to analyze associations between the physical activity practice of the children and parental care. RESULTS PAL and time spent in MVPA was significantly lower for girls compared to boys (1.44 ± 0.07 vs. 1.46 ± 0.07, p < 0.001 and 0.74 ± 0.40 h/day vs. 0.90 ± 0.45 h/day; p < 0.001, respectively). Dancing, rhythmic gymnastics, skating, and water sports were practiced more by girls, while football, wrestling sports, handball, and racket sports were practiced more by boys (p < 0.05). Children cared for by their fathers had higher odds for physical activity practice (OR = 1.995 (1.202-3.310), p = 0.008). CONCLUSION Physical activity among girls was less frequent and less intense. Girls opted for individual sports with artistic connotations, while boys often practiced more team contact sports. Furthermore, children are more physically actives when their father is in charge of them.
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Affiliation(s)
- África Peral-Suárez
- Department of Nutrition and Food Science, Faculty of Pharmacy at Universidad Complutense de Madrid, Madrid, Spain.
| | - Esther Cuadrado-Soto
- Department of Nutrition and Food Science, Faculty of Pharmacy at Universidad Complutense de Madrid, Madrid, Spain
| | - José Miguel Perea
- Department of Nutrition, Faculty of Health Science at Universidad Alfonso X El Sabio, Villanueva de la Cañada, Madrid, Spain.,Research Group VALORNUT-UCM (920030), Universidad Complutense de Madrid, Madrid, Spain
| | - Beatriz Navia
- Department of Nutrition and Food Science, Faculty of Pharmacy at Universidad Complutense de Madrid, Madrid, Spain.,Research Group VALORNUT-UCM (920030), Universidad Complutense de Madrid, Madrid, Spain
| | - Ana M López-Sobaler
- Department of Nutrition and Food Science, Faculty of Pharmacy at Universidad Complutense de Madrid, Madrid, Spain.,Research Group VALORNUT-UCM (920030), Universidad Complutense de Madrid, Madrid, Spain
| | - Rosa M Ortega
- Department of Nutrition and Food Science, Faculty of Pharmacy at Universidad Complutense de Madrid, Madrid, Spain.,Research Group VALORNUT-UCM (920030), Universidad Complutense de Madrid, Madrid, Spain
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Romera EM, Ortega-Ruiz R, Rodríguez-Barbero S, Falla D. How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. Front Psychol 2019; 10:1753. [PMID: 31428018 PMCID: PMC6690008 DOI: 10.3389/fpsyg.2019.01753] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2019] [Accepted: 07/15/2019] [Indexed: 11/13/2022] Open
Abstract
The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.
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Affiliation(s)
- Eva M. Romera
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
| | | | | | - Daniel Falla
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
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Sette S, Colasante T, Zava F, Baumgartner E, Malti T. Preschoolers' Anticipation of Sadness for Excluded Peers, Sympathy, and Prosocial Behavior. The Journal of Genetic Psychology 2018; 179:286-296. [PMID: 30247993 DOI: 10.1080/00221325.2018.1502147] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
We investigated the relations between anticipation of sadness for excluded peers, sympathy, and prosocial behavior in a sample of 127 Italian preschoolers (Mage = 4.84 years, SD = 0.85). Children attributed emotions to hypothetical excluded peers who exhibited withdrawn versus aggressive behavior, and these attributions were coded for the presence and intensity of sadness. Teachers rated children's sympathy and prosocial behavior via questionnaire. In general, children attributed more sadness to the withdrawn excluded peer than the aggressive excluded peer. A path analysis revealed that those who anticipated higher levels of sadness for the withdrawn excluded peer were rated higher in sympathy and, in turn, higher in prosocial behavior. Attributing high levels of sadness to withdrawn excluded peers-who portray relatively heightened need-may be an early social-emotional characteristic of children who are more sympathetic and more likely to channel other-oriented concerns into prosocial actions.
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Affiliation(s)
- Stefania Sette
- a Department of Developmental and Social Psychology , Sapienza University of Rome , Rome , Italy
| | - Tyler Colasante
- b Department of Psychology , University of Toronto , Toronto , Ontario , Canada
| | - Federica Zava
- a Department of Developmental and Social Psychology , Sapienza University of Rome , Rome , Italy
| | - Emma Baumgartner
- a Department of Developmental and Social Psychology , Sapienza University of Rome , Rome , Italy
| | - Tina Malti
- b Department of Psychology , University of Toronto , Toronto , Ontario , Canada.,c Department of Psychiatry , University of Toronto , Toronto , Ontario , Canada
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Physical Activity and Outdoor Play of Children in Public Playgrounds-Do Gender and Social Environment Matter? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15071356. [PMID: 29958386 PMCID: PMC6069007 DOI: 10.3390/ijerph15071356] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/12/2018] [Revised: 06/14/2018] [Accepted: 06/26/2018] [Indexed: 11/29/2022]
Abstract
Background: Few studies have delved into the relationship of the social environment with children’s physical activity and outdoor play in public playgrounds by considering gender differences. The aim of the present study was to examine gender differences and the relationship of the social environment with children’s physical activity and outdoor play in public playgrounds. Methods: A quantitative, observational study was conducted at ten playgrounds in one district of a middle-sized town in Germany. The social environment, physical activity levels, and outdoor play were measured using a modified version of the System for Observing Play and Leisure Activity in Youth. Results: In total, 266 observations of children (117 girls/149 boys) between four and 12 years old were used in this analysis. Significant gender differences were found in relation to activity types, but not in moderate-to-vigorous physical activity (MVPA). The presence of active children was the main explanatory variable for MVPA. In the models stratified by gender, the presence of opposite-sex children was a significant negative predictor of MVPA in girls but not in boys. Conclusions: The presence of active children contributes to children’s physical activity levels in public playgrounds. Girls’ physical activity seems to be suppressed in the presence of boys.
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From being nice to being kind: development of prosocial behaviors. Curr Opin Psychol 2018; 20:45-49. [DOI: 10.1016/j.copsyc.2017.07.036] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2017] [Revised: 06/28/2017] [Accepted: 07/31/2017] [Indexed: 11/18/2022]
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