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Callaghan T, Colasante T, Muhammad S, Corbit J, Yavuz-Muren M, Raffaele C, Akter R, Al Janaideh R, Duan TY, Didkowsky N, Beuze JN, Homer B, Cameron CA, Malti T. Fostering Prosociality in Refugee Children: An Intervention With Rohingya Children. Monogr Soc Res Child Dev 2024; 89:7-109. [PMID: 39148465 DOI: 10.1111/mono.12477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Revised: 05/27/2024] [Accepted: 06/01/2024] [Indexed: 08/17/2024]
Abstract
Prosocial behavior is a distinguishing characteristic of human nature. Although prosocial behaviors emerge early in development, contextual factors play an important role in how these behaviors are manifested over development. A large body of research focuses on the trajectory of prosocial development across diverse cultures and investigating contexts that foster it. Against this backdrop of developmental research endeavoring to understand and enhance the cooperative side of humanity, is the catastrophic impact of profoundly negative forces on social-emotional development for children forced to flee from violent conflict. Close to half a million Rohingya children, whose families were forced to flee genocide in Myanmar, now live in the largest refugee camp in the world. To examine the resilience of human prosociality in the face of extreme adversity, we documented initial levels of prosociality in Rohingya refugee children living in a mega-camp (Cox's Bazar, Bangladesh) and the extent to which those levels were improved following a multifaceted intervention designed to foster prosociality. The research was a partnership between Rohingya community members with lived experience, humanitarian practitioners, and developmental researchers. A sample of 152 Rohingya children (5-12 years) participated in pre- and postintervention assessments of prosocial behaviors and related cognitive-affective processes. The 10-day collaboration-based intervention was implemented between November 2021 and January 2022 by Rohingya researchers. Birthplace was used as a proxy measure of trauma level. Children born in Myanmar (N = 88) directly experienced relatively higher levels of trauma (genocide, forced migration) than children who were born in the camp after their families fled from Myanmar (N = 64). Children were individually tested pre- and postintervention with a task battery, including a helping (Origami) and two sharing tasks (Dictator Game [DG], Forced Choice sharing) measuring prosocial behavior. Assessments of related cognitive-affective processes included measures of empathic responding and emotion perspective-taking in story tasks (Imagine, Judgment) and executive function (EF) skills (Younger: Hearts & Flowers; Older: Dimensional Change Card Sorting). Small group intervention sessions conducted over 10 days targeted these prosocial behaviors and cognitive-affective processes and were based on collaborative activities, emotion perspective taking and EF skills training with the same partner throughout the intervention phase. We used latent change modeling to examine initial levels (preintervention) and intervention-related changes in these measures from pre- to postintervention. Prosocial responding was found across all measures (preintervention) and improvements (pre- to postintervention change) were apparent across most measures. Age and birthplace variables were significant predictors of initial levels and intervention-related change. Initial levels: Regarding age, older children (9-12 years) showed higher levels than younger children (5-8 years) of sharing in the Forced Choice task but lower levels in the DG. Older children also showed higher levels of empathic responding when asked to report how they would feel and respond to another person's misfortune in the Imagine task. Regarding birthplace, prior to the intervention camp-born children showed higher levels than Myanmar-born children of helping in the Origami task and reported more behavioral responses indicating how they would respond to misfortune in the Imagine task. In contrast, Myanmar-born children had higher levels of sharing in the DG and consistently chose equality over inequality in the Forced Choice sharing task, even when their partner would receive more, indicating a pattern of generosity in these children. Myanmar-born children had lower levels than camp-born children on EF measures. Intervention-related change: Regarding age, older but not younger children were more likely to increase choices for equality over inequality on the Forced Choice sharing task following the intervention. Regarding birthplace and helping, camp-born children increased behaviors that helped their partner make origami shapes themselves ("how-to" helping), whereas Myanmar-born children increased behavior that took over folding for their partner ("do-for" helping). For sharing tasks, Myanmar-born but not camp-born children increased sharing in the DG and showed an increased pattern of generosity in Forced Choice sharing task. In the Imagine story task, children born in Myanmar were more likely than those born in camp to increase empathic responding (i.e., imagining how they would feel). Children born in Myanmar showed less improvement on EF measures than children born in the camp. Taken together, these findings provide evidence that in a context of extreme adversity, Rohingya children exhibited prosociality and benefitted from a multifaceted intervention. Our research adds credence to the view that human prosociality is a fundamental characteristic of humanity that not only survives but can be enhanced in even the most adverse of childhood environments. Our multifaceted intervention, which was implemented within a collaborative social context and targeted prosocial behaviors and related cognitive-affective processes, was designed to be easily implemented within existing psychosocial support programs in refugee contexts. As the numbers of children affected by violent conflict and forced migration rise alarmingly worldwide, there is a critical need to expand research partnerships that aim to improve developmental outcomes for these millions of children.
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Affiliation(s)
- Tara Callaghan
- Psychology Department, St. Francis Xavier University, Antigonish, Nova Scotia, Canada
| | | | | | - John Corbit
- Psychology Department, St. Francis Xavier University, Antigonish, Nova Scotia, Canada
| | | | - Charles Raffaele
- Educational Communication and Technology Program, Steinhardt, New York University, New York, New York, USA
| | - Rozina Akter
- Psychology Department, St. Francis Xavier University, Antigonish, Nova Scotia, Canada
| | - Redab Al Janaideh
- Centre for Leadership and Learning, York Regional District School Board, Aurora, Ontario, Canada
| | - Tz-Yu Duan
- Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Nora Didkowsky
- Psychology Department, St. Francis Xavier University, Antigonish, Nova Scotia, Canada
| | | | - Bruce Homer
- Program in Educational Psychology, The Graduate Center, City University of New York, New York, New York, USA
| | - Catherine Ann Cameron
- Psychology Department, University of British Columbia, Vancouver, British Columbia, Canada
| | - Tina Malti
- Psychology Department, University of Toronto, Alexander von Humbolt Professor, Leipzig University, Leipzig, Germany
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Farooq A, Adlam A, Rutland A. Rejecting ingroup loyalty for the truth: Children's and adolescents' evaluations of deviant peers within a misinformation intergroup context. J Exp Child Psychol 2024; 243:105923. [PMID: 38593709 DOI: 10.1016/j.jecp.2024.105923] [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: 04/21/2023] [Revised: 02/05/2024] [Accepted: 03/17/2024] [Indexed: 04/11/2024]
Abstract
Typically, children and adolescents dislike peers who deviate from their peer group's norm, preferring normative peers who are loyal to the peer ingroup. Yet children and adolescents also consider whether the behavior displayed by a deviant peer aligns with generic societally valued norms when evaluating peers within intergroup contexts. In an age where misinformation is rampant online, seeking the truth exemplifies a generic norm that is widely valued but not always upheld given that individuals often show loyalty to the ingroup. The current research explored the conflict between ingroup loyalty and seeking the truth. In this study, participants (N = 266; 8-15 years old) read about their school participating in an inter-school competition where their ingroup peer either accidentally or deliberately shared misinformation about their outgroup competitor. Participants with a peer group norm of ingroup loyalty positively morally evaluated a norm deviant seeking the truth, whereas those with a peer group norm of seeking the truth negatively morally evaluated a norm deviant showing ingroup loyalty. Participants also took into account the intentions of the misinformer in their evaluations of a deviant who was either loyal or questioning toward the misinformer. Overall, this study suggests that the norm of truth-seeking is welcomed and regarded as an important value to uphold both generically and at a peer group level, even when it violates the norm of ingroup loyalty. This research provides a novel contribution to understanding how factors like norms and intentionality interact with children's and adolescents' navigation of information in an age of misinformation.
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Affiliation(s)
- Aqsa Farooq
- Department of Psychology, University of Exeter, Exeter EX4 4PY, UK.
| | - Anna Adlam
- Department of Psychology, University of Exeter, Exeter EX4 4PY, UK
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter EX4 4PY, UK
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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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4
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Benner AD, Alers-Rojas F, López BA, Chen S. "Some people will tell jokes to you; some people be racist:" A mixed-method examination of racist jokes and adolescents' well-being. Child Dev 2024; 95:1572-1585. [PMID: 38533602 PMCID: PMC11427594 DOI: 10.1111/cdev.14095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2024]
Abstract
This study examined how adolescents make meaning of racist jokes and their impact on daily well-being using a sequential mixed-methods research design with interview (N = 20; 60% girls, 5% gender-nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black). Qualitative results revealed that racist jokes were common, distinct from other overt forms of discrimination, and perceived as harmless when perpetrated by friends. Quantitatively, approximately half of adolescents reported hearing at least one racist joke during the study period, and racist jokes by friends were associated with higher daily angry, anxious, and depressed moods and stress. Racist jokes by known others and strangers were also significantly associated with poorer well-being, although less consistently. Findings highlight the hidden harmful effects of racist jokes on adolescents' daily mood and stress.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Francheska Alers-Rojas
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Briana A López
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Shanting Chen
- Department of Psychology, University of Florida, Gainesville, Florida, USA
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5
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McGuire L, Marlow C, Hoffman AJ, Joy A, Law F, Hartstone‐Rose A, Rutland A, Winterbottom M, Balkwill F, Burns KP, Butler L, Fields G, Mulvey KL. Children's and adolescents' evaluations of wealth-related STEM inequality. SOCIAL DEVELOPMENT 2024; 33:e12710. [PMID: 38516637 PMCID: PMC10952697 DOI: 10.1111/sode.12710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 08/22/2023] [Accepted: 08/23/2023] [Indexed: 03/23/2024]
Abstract
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants (n = 234: early childhood, n = 70, mean age = 6.33, SD = .79; middle childhood, n = 92, mean age = 8.90, SD = .83 and early adolescence, n = 62, mean age = 12.00; SD = 1.16) in the U.K. (64% White British) and U.S. (40% White/European American) read about two characters, one high-wealth and one low-wealth. In early childhood, participants reported that the high-wealth character would have greater STEM ability and were just as likely to invite either character to take part in a STEM opportunity. By middle childhood, participants were more likely to report equal STEM abilities for both characters and to seek to rectify inequalities by inviting the low-wealth character to take part in a STEM opportunity. However, older participants reported that peers would still prefer to invite the high-wealth character. These findings also varied by ethnic group status, with minority status participants rectifying inequalities at a younger age than majority status participants. Together these findings document that children are aware of STEM inequalities based on wealth and, with age, will increasingly seek to rectify these inequalities.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Karen P. Burns
- Virginia Aquarium & Marine Science CenterGloucester PointUSA
| | - Laurence Butler
- Birmingham Museums TrustThinktank Science MuseumBirminghamUK
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Profiles of different domains of the theory of mind among rural preschoolers. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04489-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2023]
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7
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Hitti A, Killen M. Adolescents' Evaluations of those who Challenge Exclusive and Inclusive Peer Norms. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2023; 33:236-251. [PMID: 37193042 PMCID: PMC10181805 DOI: 10.1002/casp.2638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 06/13/2022] [Indexed: 11/07/2022]
Abstract
Early and middle adolescents' judgments and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included (N = 199) non-Arab American participants responding to an Arab American/non-Arab American intergroup context. Study 2 included (N = 123) non-Asian and (N = 105) Asian American participants responding to an Asian/non-Asian American intergroup context. Study 3 included (N = 275) Lebanese participants responding to an American/Lebanese intergroup context. Across all three studies participants responded to ingroup and outgroup deviant group members who challenged their peer groups to either include or exclude an outgroup peer with similar interests. Findings indicated that adolescents approved of peers who challenged exclusive peer norms and advocated for inclusion of an ethnic and cultural outgroup, and disapproved of peers who challenged inclusive group norms and advocated for exclusion. Non-Arab and non-Asian American adolescents displayed ingroup bias when evaluating a deviant advocating for exclusion. Additionally, age differences were found among Asian American adolescents. Findings will be discussed in light of intergroup research on those who challenge injustices.
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Predictors of college students’ reasoning and responses to gender-based social exclusion. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-022-09748-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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9
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Palmer SB, Hitti A, Abrams D, Cameron L, Sims RN, Woodward B, Killen M. When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Sally B. Palmer
- Graduate School of Education University of Exeter England UK
| | - Aline Hitti
- Department of Psychology University of San Francisco San Francisco California USA
| | | | | | - Riley N. Sims
- Department of Human Development and Quantitative Methodology University of Maryland College Park Maryland USA
| | - Bonnie Woodward
- Department of Psychology University of Maryland Baltimore County Maryland USA
| | - Melanie Killen
- Department of Human Development and Quantitative Methodology University of Maryland College Park Maryland USA
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Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents. SEX ROLES 2022; 87:455-470. [DOI: 10.1007/s11199-022-01327-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/16/2022] [Indexed: 11/06/2022]
Abstract
AbstractGender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.
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11
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Crossing religious boundaries: Individual and contextual determinants of who can violate religious norms. Cognition 2022; 226:105174. [DOI: 10.1016/j.cognition.2022.105174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Revised: 05/09/2022] [Accepted: 05/13/2022] [Indexed: 11/22/2022]
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12
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Yüksel AŞ, Palmer SB, Argyri EK, Rutland A. When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion. Front Psychol 2022; 13:833589. [PMID: 36110281 PMCID: PMC9468897 DOI: 10.3389/fpsyg.2022.833589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Accepted: 08/01/2022] [Indexed: 11/13/2022] Open
Abstract
We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.
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Affiliation(s)
- Ayşe Şule Yüksel
- Department of Psychology, University of Exeter, Exeter, United Kingdom
- *Correspondence: Ayşe Şule Yüksel,
| | - Sally B. Palmer
- Graduate School of Education, University of Exeter, Exeter, United Kingdom
| | | | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
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Gönültaş S, Ketzitzidou Argyri E, Yüksel AŞ, Palmer SB, McGuire L, Killen M, Rutland A. British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers. Front Psychol 2022; 13:837276. [PMID: 36017427 PMCID: PMC9396375 DOI: 10.3389/fpsyg.2022.837276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Accepted: 06/07/2022] [Indexed: 11/21/2022] Open
Abstract
The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8–11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13–16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.
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Affiliation(s)
- Seçil Gönültaş
- Department of Psychology, University of Exeter, Exeter, United Kingdom
- Department of Psychology, Bilkent University, Ankara, Turkey
- *Correspondence: Seçil Gönültaş
| | | | - Ayşe Şule Yüksel
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Sally B. Palmer
- Graduate School of Education, University of Exeter, Exeter, United Kingdom
| | - Luke McGuire
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Melanie Killen
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
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Gonzalez‐Gadea ML, Dominguez A, Petroni A. Decisions and mechanisms of intergroup bias in children's third‐party punishment. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12608] [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)
- María Luz Gonzalez‐Gadea
- Cognitive Neuroscience Center Universidad de San Andres Buenos Aires Argentina
- National Scientific and Technical Research Council (CONICET) Argentina
| | | | - Agustin Petroni
- National Scientific and Technical Research Council (CONICET) Argentina
- Instituto de Investigación en Ciencias de la Computación (ICC), CONICET‐Universidad de Buenos Aires Buenos Aires Argentina
- Instituto de Ingeniería Biomédica Facultad de Ingeniería Universidad de Buenos Aires Buenos Aires Argentina
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Gönültaş S, Mulvey KL. Theory of Mind as a Correlate of Bystanders' Reasoning About Intergroup Bullying of Syrian Refugee Youth. Front Psychol 2022; 13:815639. [PMID: 35432123 PMCID: PMC9005638 DOI: 10.3389/fpsyg.2022.815639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 02/25/2022] [Indexed: 11/13/2022] Open
Abstract
The current study examined how ingroup and outgroup Theory of Mind (ToM) predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle (n = 372, Mage = 12.19, SD = 1.01; 208 girls) and high school (n = 215, Mage = 14.81, SD = 0.97; 142 girls) students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question (Why?) after each acceptability question (bullying and group support of bullying). Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities (measured using the Strange Stories) were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context.
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Affiliation(s)
- Seçil Gönültaş
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
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Farooq A, Ketzitzidou Argyri E, Adlam A, Rutland A. Children and Adolescents’ Ingroup Biases and Developmental Differences in Evaluations of Peers Who Misinform. Front Psychol 2022; 13:835695. [PMID: 35496208 PMCID: PMC9051390 DOI: 10.3389/fpsyg.2022.835695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 03/23/2022] [Indexed: 11/13/2022] Open
Abstract
Previous developmental research shows that young children display a preference for ingroup members when it comes to who they accept information from – even when that information is false. However, it is not clear how this ingroup bias develops into adolescence, and how it affects responses about peers who misinform in intergroup contexts, which is important to explore with growing numbers of young people on online platforms. Given that the developmental span from childhood to adolescence is when social groups and group norms are particularly important, the present study took a Social Reasoning Developmental Approach. This study explored whether children and adolescents respond differently to a misinformer spreading false claims about a peer breaking COVID-19 rules, depending on (a) the group membership of the misinformer and their target and (b) whether the ingroup had a “critical” norm that values questioning information before believing it. 354 United Kingdom-based children (8–11 years old) and adolescents (12–16 years old) read about an intergroup scenario in which a peer spreads misinformation on WhatsApp about a competitor. Participants first made moral evaluations, which asked them to judge and decide whether or not to include the misinformer, with follow-up “Why?” questions to capture their reasoning. This was followed by asking them to attribute intentions to the misinformer. Results showed that ingroup preferences emerged both when participants morally evaluated the misinformer, and when they justified those responses. Participants were more likely to evaluate an ingroup compared to an outgroup misinformer positively, and more likely to accuse an outgroup misinformer of dishonesty. Adolescents attributed more positive intentions to the misinformer compared with children, with children more likely to believe an outgroup misinformer was deliberately misinforming. The critical norm condition resulted in children making more positive intentionality attributions toward an ingroup misinformer, but not an outgroup misinformer. This study’s findings highlight the importance of shared group identity with a misinformer when morally evaluating and reasoning about their actions, and the key role age plays in intentionality attributions surrounding a misinformer when their intentions are ambiguous.
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McGuire L, Palmer SB, Faber NS. The Development of Speciesism: Age-Related Differences in the Moral View of Animals. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022. [DOI: 10.1177/19485506221086182] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Humans care for the well-being of some animals (e.g., dogs) yet tacitly endorse the maltreatment of others (e.g., pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterized as “food.” When such categorization of animals emerges and when a moral hierarchy of beings depending on their species membership (speciesism) develops is poorly understood. We investigate this development across samples of children (9–11 years old), young adults (18–21 years old), and adults (29–59 years old; total N = 479). Compared with young adults and adults, children (a) show less speciesism, (b) are less likely to categorize farm animals as food than pets, (c) think farm animals ought to be treated better, and (d) deem eating meat and animal products to be less morally acceptable. These findings imply that there are key age-related differences in our moral view of an animal worth that point to socially constructed development over the lifespan.
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Beißert H, Mulvey KL. Inclusion of Refugee Peers - Differences Between Own Preferences and Expectations of the Peer Group. Front Psychol 2022; 13:855171. [PMID: 35465497 PMCID: PMC9024241 DOI: 10.3389/fpsyg.2022.855171] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Accepted: 02/16/2022] [Indexed: 12/02/2022] Open
Abstract
Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current study examines adolescents' decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents' (N = 100, M = 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents' own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group should do. Moreover, adolescents' underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group should, participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms.
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Affiliation(s)
- Hanna Beißert
- Department for Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
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Cerda-Smith J, Gönültaş S, Mulvey KL. Adolescent peer aggression judgments and expected bystander intervention in teen dating violence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Tiikkaja S, Tindberg Y. Poor School-Related Well-Being among Adolescents with Disabilities or ADHD. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:8. [PMID: 35010265 PMCID: PMC8751232 DOI: 10.3390/ijerph19010008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 12/16/2021] [Accepted: 12/17/2021] [Indexed: 06/14/2023]
Abstract
Poor school-related well-being may influence adolescents' school performance and lifestyle. Adolescents having disabilities or ADHD are in a vulnerable situation for having poor school-related well-being, compared to adolescents not having disabilities. We used cross-sectional data from a school-based survey among 15-18-year-olds (N = 4071) in Sörmland, Sweden, to analyse the association between poor school-related well-being and disabilities or ADHD. The analyses were carried out by logistic regression models, adjusting for background factors, school-related factors, and health-compromising behaviours. Adolescents having disabilities (n = 827) or ADHD (n = 146) reported that their disability had a negative influence on school. Compared to peers without disability, those having disabilities had an increased chance (OR = 1.40 95% CI: 1.17-1.68) of poor school-related well-being. The corresponding OR was doubled for adolescents reporting ADHD (2.23 95% CI: 1.56-3.18). For the ADHD group, the adjOR for poor school-related well-being remained significant (1.67 95% CI: 1.13-2.50) after adjustments for school-related factors and health-compromising behaviours, but not for the disability group. In conclusion, adolescents having ADHD are a particularly vulnerable group at school, having a greater risk of poor school-related well-being. Schools should actively work to achieve school satisfaction for adolescents having disabilities, to ensure that all students have similar opportunities for favourable development, health and achievement of their academic goals.
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Affiliation(s)
- Sanna Tiikkaja
- Centre for Clinical Research Sörmland, Uppsala University, P.O. Box 529, 631 07 Eskilstuna, Sweden;
- Department of Public Health and Caring Sciences, Uppsala University, 631 07 Uppsala, Sweden
| | - Ylva Tindberg
- Centre for Clinical Research Sörmland, Uppsala University, P.O. Box 529, 631 07 Eskilstuna, Sweden;
- Department of Women’s and Children’s Health, Uppsala University, 631 07 Uppsala, Sweden
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Malti T, Galarneau E, Peplak J. Moral Development in Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1097-1113. [PMID: 34820950 DOI: 10.1111/jora.12639] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 05/07/2021] [Accepted: 05/10/2021] [Indexed: 06/13/2023]
Abstract
This article provides a selective review of research on moral development in adolescence during the past decade. We begin with introducing key concepts and reviewing critical theoretical advances in the field of adolescent moral development. This includes integrative models to the developmental study of morality and dynamic socialization models of moral development. Next, related major empirical findings are presented on moral emotion-behavior links, morality in intergroup contexts, and the socialization of moral development. Next, methodological innovations are presented, including new techniques to assess and analyze moral emotions and moral behaviors. We conclude by pointing to promising future directions for moral development research and practices aimed at promoting ethical growth and civic responsibility in adolescents around the globe.
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Cocco VM, Bisagno E, Visintin EP, Cadamuro A, Di Bernardo GA, Trifiletti E, Molinari L, Vezzali L. Fighting stigma‐based bullying in primary school children: An experimental intervention using vicarious intergroup contact and social norms. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12574] [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]
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McGuire L, Palmer SB, Rutland A. Children's and adolescents’ evaluations of peers who challenge their group: The role of gender norms and identity. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12546] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Luke McGuire
- Department of Psychology University of Exeter Exeter UK
| | | | - Adam Rutland
- Department of Psychology University of Exeter Exeter UK
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Kerekes N, Zouini B, Tingberg S, Erlandsson S. Psychological Distress, Somatic Complaints, and Their Relation to Negative Psychosocial Factors in a Sample of Swedish High School Students. Front Public Health 2021; 9:669958. [PMID: 34350150 PMCID: PMC8328276 DOI: 10.3389/fpubh.2021.669958] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 06/14/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Adolescence is a period in life characterized by major neurobiological, physiological, and psychological changes. Those changes may give rise to worsened mental health and an increased prevalence of somatic complaints combined with a negative psychosocial environment. Rapid changes in society, which may also affect young people in several ways, call for a renewed screening of today's adolescents' mental and somatic well-being. Aim: The present study's primary aim was to measure the level of self-rated psychological distress and the prevalence of somatic complaints in a sample of Swedish high school students. As a secondary aim, it identifies gender-specific patterns and examines mental and somatic health in relation to negative psychosocial factors (such as parental alcohol use problems or the experience of physical or psychological abuse). Method: Two hundred and eighty-seven Swedish high school students completed a survey including the Brief Symptom Inventory (BSI) and a questionnaire about the presence of defined somatic complaints. In order to examine the relationship between negative psychosocial factors and mental and somatic health, three groups were formed: those reporting (i) parental substance use problems, (ii) previous experience of abuse, (iii) none of these problems. Results: The majority of the Swedish high-school students (>80%) reported no or only a few problems with psychological distress and no or only one somatic complaint. Female students disclosed a significantly higher psychological distress level captured by each BSI domain. The number of somatic complaints was similarly distributed between the genders. The students rarely reported parental substance use problems, but almost 40% of the male and 50% of the female students indicated the experience of physical and/or psychological abuse. Such negative psychosocial circumstances were related to an increased level of anxiety in the male and an increased general level of psychological distress in female students. Conclusions: The study confirmed female students' higher psychological distress level. Gender differences in the type of somatic complaints, but not in the number were detected. The experience of physical and/or psychological abuse was found to significantly worsen psychological distress in students of both genders.
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Affiliation(s)
- Nóra Kerekes
- Department of Health Sciences, University West, Trollhättan, Sweden
| | - Btissame Zouini
- Department of Biology, Faculty of Sciences, Abdelmalek Essaadi University, Tetouan, Morocco
| | - Sofia Tingberg
- Department of Health Sciences, University West, Trollhättan, Sweden
| | - Soly Erlandsson
- Department of Social and Behavioural Studies, University West, Trollhättan, Sweden
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Li L, Britvan B, Tomasello M. Young children conform more to norms than to preferences. PLoS One 2021; 16:e0251228. [PMID: 34038420 PMCID: PMC8153413 DOI: 10.1371/journal.pone.0251228] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 04/22/2021] [Indexed: 11/23/2022] Open
Abstract
As members of cultural groups, humans continually adhere to social norms and conventions. Researchers have hypothesized that even young children are motivated to act conventionally, but support for this hypothesis has been indirect and open to other interpretations. To further test this hypothesis, we invited 3.5-year-old children (N = 104) to help set up items for a tea party. Children first indicated which items they preferred but then heard an informant (either an adult or another child) endorse other items in terms of either conventional norms or personal preferences. Children conformed (i.e., overrode their own preference to follow the endorsement) more when the endorsements were framed as norms than when they were framed as preferences, and this was the case whether the informant was an adult or another child. The priority of norms even when stated by another child opposes the interpretation that children only conformed in deference to adult authority. These findings suggest that children are motivated to act conventionally, possibly as an adaptation for living in cultural groups.
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Affiliation(s)
- Leon Li
- Department of Psychology and Neuroscience, Duke University, Durham, North Carolina, United States of America
| | - Bari Britvan
- Department of Psychology and Neuroscience, Duke University, Durham, North Carolina, United States of America
| | - Michael Tomasello
- Department of Psychology and Neuroscience, Duke University, Durham, North Carolina, United States of America
- Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
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Zheng J, Jiang N, Mulvey KL. Adolescents’ and emerging adults’ judgments and justifications for social inclusion or exclusion of language-outgroup members: Language is just part of the story. GROUP PROCESSES & INTERGROUP RELATIONS 2021. [DOI: 10.1177/13684302211005845] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Language becomes an important intergroup category for children from early on in their lives; however, few studies have examined the role language plays in social inclusion and exclusion. This study examines how adolescents and emerging adults in China make inclusion judgments of language-outgroup members and what reasons they use to justify their inclusion judgments. High school and university students ( N = 376, 63.3% female) were recruited to complete a survey designed to examine their inclusion judgments and justifications. Our findings indicate that participants made different inclusion judgments toward speakers of different languages, and language was the most frequently used justification. They also used group identity, personal choice, and autonomy, group functioning, nationality, moral, and political/historical reasons as justifications. Adolescents were found to be more exclusive than emerging adults and used group identity and political/historical reasons more often to justify their inclusion judgments. The findings add to our understanding of the sophisticated ways in which adolescents and emerging adults make social decisions.
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Affiliation(s)
- Jiali Zheng
- University of South Carolina, Columbia, SC, USA
| | - Ning Jiang
- University of South Carolina, Columbia, SC, USA
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Gönültaş S, Mulvey KL. Bystander responses to bias-based bullying and retaliation: Is retaliation perceived as more acceptable than bias-based bullying? BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021; 39:442-461. [PMID: 33629758 DOI: 10.1111/bjdp.12371] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 12/30/2020] [Indexed: 11/30/2022]
Abstract
The current study examined intergroup-related and social-cognitive correlates of bystanders' acceptability judgements and their responses to bias-based bullying of immigrant peers and to possible retaliation for the bullying. Participants included 179 immigrant-origin and non-immigrant-origin youth (Mage = 13.23; SD = 1.55; 79 immigrant-origin youth). Participants' bystander judgements and responses to bullying and retaliation were examined via a hypothetical scenario. Further, participants' intergroup attitudes towards immigrants and their social-cognitive skills were evaluated. ANOVA results showed that immigrant-origin youth judged bullying as less acceptable and retaliation as more acceptable compared to non-immigrant-origin youth, documenting that group membership is related to adolescents' judgements. A similar pattern was observed in active bystander responses. Hierarchical regression analyses revealed that immigration background, intergroup process in the context of immigration, and social-cognitive skills predict bystander responses to bullying and retaliation. This study provides important implications for anti-bullying intervention programmes to overcome the negative consequences of retaliation in the escalation of aggressive behaviours.
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Affiliation(s)
- Seçil Gönültaş
- North Carolina State University, Raleigh, North Carolina, USA
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28
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Diesendruck G. A Motivational Perspective on the Development of Social Essentialism. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2021. [DOI: 10.1177/0963721420980724] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The tendency to view groups as constituting essentially different categories emerges early in development. To date, most attempts at understanding the origins of this tendency have focused on cognitive processes. Drawing from social-psychological and evolutionary theory, I propose that motivations—in particular, a need to belong—may be foundational for the development of social essentialism. I review evidence indicating that this perspective not only is developmentally plausible but also may explain children’s tendency to consider intentional behaviors performed by in-group members as normative.
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Affiliation(s)
- Gil Diesendruck
- Department of Psychology and Gonda Brain Research Center, Bar-Ilan University
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Abstract
Divergent cultural, religious, and ideological beliefs and practices are often challenging to contemplate and difficult to accept when they conflict with an individual’s own convictions and way of life. The recognition that children and adolescents grow up in an increasingly diverse world has led to a general interest in fostering tolerance. In this article, we discuss three central questions on tolerance and related research. First, we consider age‐related patterns of responses toward tolerance of diversity and whether they depend on the type of dissenting beliefs and practices children are asked to tolerate. Second, we focus on how and why children are asked to be tolerant. Third, we discuss the boundaries of tolerance—the reasons and conditions that make tolerance less likely. Overall, we conclude that tolerance and intolerance can occur at all ages and depend on what, how, why, and when individuals are asked to tolerate belief discrepancy and dissenting practices.
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30
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Hitti A, Mulvey KL. The consequences of outgroup helping: Children's and adolescents' reasoning. J Exp Child Psychol 2020; 203:105013. [PMID: 33221661 DOI: 10.1016/j.jecp.2020.105013] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 09/20/2020] [Accepted: 09/22/2020] [Indexed: 10/23/2022]
Abstract
The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: Mage = 9.07 years, SD = 0.38; eighth graders: Mage = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generosity, and the low salience of the act of helping were used to reject exclusion. The findings contribute to developmental research on intergroup relations and exclusion from peer groups.
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Affiliation(s)
- Aline Hitti
- Department of Psychology, University of San Francisco, San Francisco, CA 94117, USA.
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, NC 27695, USA
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Margoni F, Surian L. Question framing effects and the processing of the moral–conventional distinction. PHILOSOPHICAL PSYCHOLOGY 2020. [DOI: 10.1080/09515089.2020.1845311] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Francesco Margoni
- Department of Psychology and Cognitive Sciences, University of Trento, Trento, Italy
| | - Luca Surian
- Department of Psychology and Cognitive Sciences, University of Trento, Trento, Italy
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Kaufman TML, Lee HY, Benner AD, Yeager DS. How School Contexts Shape the Relations Among Adolescents' Beliefs, Peer Victimization, and Depressive Symptoms. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:769-786. [PMID: 32386348 PMCID: PMC7483958 DOI: 10.1111/jora.12558] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context.
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Montoya RM, Pittinsky TL, Rosenthal SA. A multidimensional model of collective narcissism. JOURNAL OF THEORETICAL SOCIAL PSYCHOLOGY 2020. [DOI: 10.1002/jts5.71] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- R. Matthew Montoya
- Department of Psychology University of Dayton Dayton OH USA
- Discipline of Psychology, School of Psychology and Exercise Science Murdoch University Murdoch WA Australia
| | - Todd L. Pittinsky
- Department of Technology and Society Stony Brook University Stony Brook NY USA
| | - Seth A. Rosenthal
- Yale School of Forestry and Environmental Studies Yale University New Haven CT USA
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Stavans M, Diesendruck G. Children Hold Leaders Primarily Responsible, Not Entitled. Child Dev 2020; 92:308-323. [PMID: 32725647 DOI: 10.1111/cdev.13420] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Do children construe leaders as individuals whose position of power entails primarily more responsibility or more entitlement, compared with nonleaders? To address this question, 5-year-old children (n = 128) heard a story involving a hierarchical dyad (a leader and a nonleader) and an egalitarian dyad (two nonleaders), and then assessed protagonists' relative contributions to a collaborative endeavor (Experiments 1 and 2) or relative withdrawals from a common resource pool earned jointly (Experiment 3). Children expected a leader to contribute more toward a joint goal than its nonleader partner, and to withdraw an equal share (not more) from a common pool. Children thus gave evidence that they construed leaders as more responsible, rather than more entitled, relative to nonleaders.
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Diesendruck G. Why do children essentialize social groups? ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2020; 59:31-64. [PMID: 32564795 DOI: 10.1016/bs.acdb.2020.05.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The tendency to essentialize social groups is universal, and arises early in development. This tendency is associated with negative intergroup attitudes and behaviors, and has thus encouraged the search for remedies for the emergence of essentialism. In this vein, great attention has been devoted to uncovering the cognitive foundations of essentialism. In this chapter, I suggest that attention should also be turned toward the motivational foundations of essentialism. I propose that considerations of power and group identity, but especially a "need to belong," may encourage children's essentialization of social groups. Namely, from a young age, children are keen to feel members of a group, and that their membership is secure and exclusive. Essentialism is the conceptual gadget that satisfies these feelings. And to the extent that groups are defined by what they do, this motivated essentialism also impels children to be adamant about the maintenance of unique group behaviors.
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Gonzalez-Gadea ML, Santamaría-García H, Aragón I, Santamaría-García J, Herrera E, Ibáñez A, Sigman M. Transgression of cooperative helping norms outweighs children’s intergroup bias. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100878] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Chalik L, Rhodes M. Groups as moral boundaries: A developmental perspective. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2020; 58:63-93. [PMID: 32169199 DOI: 10.1016/bs.acdb.2020.01.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
In this chapter we present the perspective that social groups serve as moral boundaries. Social groups establish the bounds within which people hold moral obligations toward one another. The belief that people are morally obligated toward fellow social group members, but not toward members of other groups, is an early-emerging feature of human cognition, arising out of domain-general processes in conceptual development. We review evidence that supports this account from the adult and child moral cognition literature, and we describe the developmental processes by which people come to view social groups as shaping moral obligation. We conclude with suggestions about how this account can inform the study of social cognitive development more broadly, as well as how it can be used to promote positive moral socialization.
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Affiliation(s)
- Lisa Chalik
- Department of Psychology, Yeshiva University, New York, NY, United States
| | - Marjorie Rhodes
- Department of Psychology, New York University, New York, NY, United States.
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Beißert H, Gönültaş S, Mulvey KL. Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters! JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:219-233. [PMID: 31206919 PMCID: PMC7065049 DOI: 10.1111/jora.12518] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents' inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents' inclusion decisions.
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Affiliation(s)
- Hanna Beißert
- Leibniz Institute for Research and Information in Education
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Dahl A, Waltzer T. Constraints on conventions: Resolving two puzzles of conventionality. Cognition 2019; 196:104152. [PMID: 31841815 DOI: 10.1016/j.cognition.2019.104152] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2019] [Revised: 12/03/2019] [Accepted: 12/04/2019] [Indexed: 11/17/2022]
Abstract
Conventions play a fundamental, yet contested, role in social reasoning from childhood to adulthood. Conventions about how to eat, dress, speak, or play are often said to be alterable, contingent on authorities or consensus, specific to contexts, and-thereby-distinct from moral concerns. This view of conventional norms has faced two puzzles. Children and adults judge that (a) some conventions should not be adopted and (b) some violations of conventions would be wrong even if the conventions were removed. The puzzles derive, in part, from the notion of "pure" conventions: conventions detached from non-conventional concerns. This paper proposes and examines a novel solution to the two puzzles, termed the constraint view. According to the constraint view, children and adults deem conventions as alterable within constraints imposed by non-conventional concerns. The present research focused on constraints imposed by concerns with agents to whom the norms apply and concerns with others affected by the norms. Findings from four studies with preschoolers and adults supported the constraint view. Participants evaluated actions and norms based on concerns with effects on agents and others, deeming conventions to be alterable insofar as the altered norms did not negatively impact agents or others. The constraint view offers a new framework for research on how children and adults integrate conventional and non-conventional concerns when they evaluate norms and acts.
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Affiliation(s)
- Audun Dahl
- Department of Psychology, University of California, Santa Cruz, United States of America.
| | - Talia Waltzer
- Department of Psychology, University of California, Santa Cruz, United States of America
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Hang H, Davies I, Schüring J. Children's conformity to social norms to eat healthy: A developmental perspective. Soc Sci Med 2019; 244:112666. [PMID: 31722276 DOI: 10.1016/j.socscimed.2019.112666] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2018] [Revised: 10/10/2019] [Accepted: 11/04/2019] [Indexed: 11/30/2022]
Abstract
RATIONALE Previous studies suggest injunctive norms (prompts of what people ought to do) are stronger predictors of healthy eating intentions, whereas descriptive norms (prompts of what people are doing) are stronger predictors of healthy eating behaviors. However, previous research provides little insight into why different norms influence children's health intentions and behaviors differently. In addition, no research has explored developmental differences in children's conformity to, or rejection of, different types of social normative influence. Thus, this paper adopts a developmental perspective to understand why children conform differently to descriptive and injunctive norm messaging on healthy eating. METHOD An experiment was done with 405 children in Germany aged 7 to 16. The research design was a 4 (social norms: descriptive vs. injunctive peer vs. injunctive authority vs. control) × 2 (developmental stage: middle childhood vs. adolescence) between-subject design. Children's healthy eating intentions and behaviors were collected as key dependent variables. RESULTS and conclusions: The experimental results suggest that children mainly use a descriptive norm as an information shortcut to behaving "appropriately". This should have a stronger impact on younger children than older ones, although both young and old children consider it easier to understand than an injunctive norm. The experimental results further suggest that an injunctive norm mainly influences children via activation of a motive for maintaining a positive self-image in public, rather than one of affiliation. These results are very important for social research on health, because they can explain why different social norms influence health intentions and behaviors differently. In addition, our finding that injunctive norm conformity is mainly used for impression management purposes can reconcile existing contradictory results on the impact of social norms on children.
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Affiliation(s)
- Haiming Hang
- School of Management, University of Bath, BA 2 7AY, UK.
| | - Iain Davies
- School of Management, University of Bath, BA 2 7AY, UK
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Compatible or conflicting? Peer norms and minority and majority adolescents' acculturation patterns. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101074] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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Gönültaş S, Mulvey K. Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence: A Roadmap from Theory to Practice for an Inclusive Society. Hum Dev 2019. [DOI: 10.1159/000503173] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Sierksma J, Bijlstra G. Majority group children expect that ethnic out-group peers feel fewer positive but more negative emotions than in-group peers. Cogn Emot 2019; 33:1210-1223. [PMID: 30449239 DOI: 10.1080/02699931.2018.1546167] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Across two studies majority group children's (8-13 years) perception of positive and negative emotions in ethnic in-group and disadvantaged ethnic out-group peers was examined. Study 1 (N = 302) showed that children expected in-group peers to feel better in a positive situation compared to out-group peers. Whereas, in a negative situation, children expected in-group peers to feel less bad compared to out-group peers, particularly when they evaluated the in-group as very positive. Study 2 (N = 201) replicates these findings across multiple positive and negative situations, and additionally shows that in very negative situations children expect in-group and out-group peers to feel equally bad. These results suggest that children's perception of emotions in others is influenced by ethnic group membership.
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Affiliation(s)
- Jellie Sierksma
- a Waisman Center , University of Wisconsin-Madison , Madison , WI , USA.,b Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - Gijsbert Bijlstra
- b Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
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Elenbaas L, Killen M. Children's Perceptions of Economic Groups in a Context of Limited Access to Opportunities. Child Dev 2019; 90:1632-1649. [PMID: 29333602 PMCID: PMC11161858 DOI: 10.1111/cdev.13024] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Children (N = 267, ages 8-14 years, M = 11.61 years, middle to upper-middle income) made predictions regarding groups of same-aged peers from high-wealth and low-wealth backgrounds. The context involved granting access to a special opportunity. From middle childhood to early adolescence children increasingly expected both high- and low-wealth groups to want access to opportunities for their own group. However, children viewed high-wealth groups as motivated in part by selfishness and low-wealth groups as concerned in part with broader economic inequality. Finally, the higher children's family income, the more they expected group-serving tendencies. These findings revealed children's perceptions of exclusive preferences between economic groups, negative stereotypes about high-wealth children, and awareness of some of the constraints faced by low-wealth children.
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Caravita SC, Strohmeier D, Salmivalli C, Di Blasio P. Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles. J Sch Psychol 2019; 75:119-133. [DOI: 10.1016/j.jsp.2019.07.005] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2018] [Revised: 06/29/2019] [Accepted: 07/08/2019] [Indexed: 11/26/2022]
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Hitti A, Elenbaas L, Noh JY, Rizzo MT, Cooley S, Killen M. Expectations for Cross-Ethnic Inclusion by Asian America Children and Adolescents. GROUP PROCESSES & INTERGROUP RELATIONS 2019; 23:664-683. [PMID: 34177354 DOI: 10.1177/1368430219851854] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same ethnicity. Participants expected their peer groups to be equally inclusive of others of both ethnic backgrounds, and expected that in-group parents would be less inclusive of cross-ethnic peers. In addition, adolescents expected parents to have prejudicial attitudes about ethnic out-group members. Views about peer group and in-group parents’ inclusivity diverged from adolescents’ own inclusivity. These findings point to areas for intervention regarding the promotion of cross-group friendships and the reduction of prejudice.
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Schuhmacher N, Kärtner J. Preschoolers prefer in‐group to out‐group members, but equally condemn their immoral acts. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12380] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
| | - Joscha Kärtner
- Department of Psychology University of Münster Münster Germany
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Elenbaas L. Against unfairness: Young children's judgments about merit, equity, and equality. J Exp Child Psychol 2019; 186:73-82. [PMID: 31203108 DOI: 10.1016/j.jecp.2019.05.009] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 05/22/2019] [Accepted: 05/23/2019] [Indexed: 11/16/2022]
Abstract
This study examined young children's judgments of resource distributions that either adhered to or diverged from principles of equality, equity, or merit in straightforward, peer-based scenarios. The sample comprised 192 ethnically and socioeconomically diverse 3- to 8-year-olds. Between 3 and 8 years of age, children evaluated inequitable and anti-meritorious allocations more negatively but did not evaluate equitable and meritorious allocations more positively. Rather, between 3 and 8 years, children increasingly supported equality. Highlighting an important but often overlooked developmental distinction, these results suggest that young children are increasingly against unfairness, but do not always endorse the most complex forms of distributive fairness.
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Affiliation(s)
- Laura Elenbaas
- Department of Clinical & Social Sciences in Psychology, University of Rochester, Rochester, NY 14627, USA.
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McGuire L, Elenbaas L, Killen M, Rutland A. The role of in‐group norms and group status in children's and adolescents’ decisions to rectify resource inequalities. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 37:309-322. [DOI: 10.1111/bjdp.12274] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Revised: 11/16/2018] [Indexed: 11/30/2022]
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50
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Bottema-Beutel K, Kim SY, Miele DB. College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact. J Autism Dev Disord 2018; 49:307-323. [PMID: 30284666 DOI: 10.1007/s10803-018-3769-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations.
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Affiliation(s)
- Kristen Bottema-Beutel
- Department of Teacher Education, Special Education, and Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA, 02467, USA.
| | - So Yoon Kim
- Department of Teacher Education, Special Education, and Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA, 02467, USA
| | - David B Miele
- Counseling, Developmental, and Educational Psychology Department, Lynch School of Education, Boston College, Chestnut Hill, USA
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