Abstract The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 ( N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 ( N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 ( N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.
{"title":"A multidimensional examination of children's endorsement of gender stereotypes","authors":"Cindy Faith Miller, Lorey A. Wheeler, Bobbi Woods","doi":"10.1111/sode.12725","DOIUrl":"https://doi.org/10.1111/sode.12725","url":null,"abstract":"Abstract The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 ( N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 ( N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 ( N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":" 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dan Gao, Mitch van Geel, Junsheng Liu, Judi Mesman
Abstract Children may notice racial differences (i.e., show racial and/or skin‐tone salience), but deliberately avoid mentioning such differences (i.e., color evasion) with increasing age. This contradiction may be due to prevailing egalitarian social norms about race. Color evasion is understudied among children in China. In a sample of 155 Chinese children (71 girls and 84 boys) aged 7–11 years from urban regions of China, we collected measures of children's racial and/or skin‐tone salience and color evasion as well as their attitudes toward light‐skinned East Asian, tan‐skinned East Asian, and White groups. Analyses revealed that racial differences were salient to Chinese children, and that they showed little color evasion. Skin tone was most salient in children's categorization performance. We found a preference hierarchy where light‐skinned East Asian people were favored most, and White people least. Color evasion was negatively related to Chinese children's positive attitudes toward White people. The findings emphasize the importance of social contexts in shaping children's racial attitudes.
{"title":"Chinese children show racial and skin‐tone salience but little color evasion","authors":"Dan Gao, Mitch van Geel, Junsheng Liu, Judi Mesman","doi":"10.1111/sode.12724","DOIUrl":"https://doi.org/10.1111/sode.12724","url":null,"abstract":"Abstract Children may notice racial differences (i.e., show racial and/or skin‐tone salience), but deliberately avoid mentioning such differences (i.e., color evasion) with increasing age. This contradiction may be due to prevailing egalitarian social norms about race. Color evasion is understudied among children in China. In a sample of 155 Chinese children (71 girls and 84 boys) aged 7–11 years from urban regions of China, we collected measures of children's racial and/or skin‐tone salience and color evasion as well as their attitudes toward light‐skinned East Asian, tan‐skinned East Asian, and White groups. Analyses revealed that racial differences were salient to Chinese children, and that they showed little color evasion. Skin tone was most salient in children's categorization performance. We found a preference hierarchy where light‐skinned East Asian people were favored most, and White people least. Color evasion was negatively related to Chinese children's positive attitudes toward White people. The findings emphasize the importance of social contexts in shaping children's racial attitudes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"37 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Children's interpretations of parenting behaviors offer valuable insights into cultural meanings of parenting. This study examined how Chinese urban and rural children interpreted six different types of parental responses to children's negative emotions (PRCNE), which have traditionally been identified as supportive (e.g., emotion‐focused responses, problem‐focused responses, and expressive encouragement ) versus nonsupportive ones (e.g., minimization, parental distress, punitive responses ) in Western cultures. Based on surveyed samples of 976 children, demographically matched samples of 102 urban ( M age = 14.23 years) and 100 rural ( M age = 14.38 years) children were generated for analysis, using propensity score matching (PSM). Results revealed that compared with rural children, urban children rated problem‐focused responses as more normative, whereas parental distress and punitive responses as less normative. Additionally, urban children evaluated emotion‐focused responses , problem‐focused responses , expressive encouragement , and minimization as less negative, and parental distress as less positive than rural children. In urban communities, emotion‐focused responses , problem‐focused responses , and encouragement were evaluated most positively and least negatively, followed by minimization , and lastly parental distress and punitive responses . In rural communities, emotion‐focused responses and problem‐focused responses were evaluated most positively and least negatively, followed by encouragement and minimization , and lastly parental distress and punitive responses . The findings highlight the diverse interpretations children have towards PRCNE across different cultural contexts.
{"title":"Children's interpretations of parental responses to children's negative emotions in Chinese urban and rural communities","authors":"Ruyi Ding, Wei He, Tuo Liu, Junhao Pan, Qian Wang","doi":"10.1111/sode.12723","DOIUrl":"https://doi.org/10.1111/sode.12723","url":null,"abstract":"Abstract Children's interpretations of parenting behaviors offer valuable insights into cultural meanings of parenting. This study examined how Chinese urban and rural children interpreted six different types of parental responses to children's negative emotions (PRCNE), which have traditionally been identified as supportive (e.g., emotion‐focused responses, problem‐focused responses, and expressive encouragement ) versus nonsupportive ones (e.g., minimization, parental distress, punitive responses ) in Western cultures. Based on surveyed samples of 976 children, demographically matched samples of 102 urban ( M age = 14.23 years) and 100 rural ( M age = 14.38 years) children were generated for analysis, using propensity score matching (PSM). Results revealed that compared with rural children, urban children rated problem‐focused responses as more normative, whereas parental distress and punitive responses as less normative. Additionally, urban children evaluated emotion‐focused responses , problem‐focused responses , expressive encouragement , and minimization as less negative, and parental distress as less positive than rural children. In urban communities, emotion‐focused responses , problem‐focused responses , and encouragement were evaluated most positively and least negatively, followed by minimization , and lastly parental distress and punitive responses . In rural communities, emotion‐focused responses and problem‐focused responses were evaluated most positively and least negatively, followed by encouragement and minimization , and lastly parental distress and punitive responses . The findings highlight the diverse interpretations children have towards PRCNE across different cultural contexts.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"13 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples with parallel methods, a U.S. community sample (Study 1, N = 83, 44% female, 73.6% White, median income range = $75,000–$90,000 USD) and a Canadian sample at risk for externalizing problems (Study 2, N = 98, 50% female, 82.7% White, median income range = $70,000–$80,000 CND). Child gender and externalizing problems were examined as moderators of these bidirectional socialization processes. In Study 1, a cross‐lagged model (CLM) found that maternal warmth positively predicted children's concern for others over 2 years, whereas children's concern for others inversely predicted future maternal reasoning. Multigroup comparisons found these lagged effects were unique to boys only. Study 2 partially replicated Study 1, revealing fully bidirectional socialization effects unique to boys. Maternal reasoning positively predicted the development of boys’ concern for others over 2 years, and boys’ greater concern for others at age 4 elicited greater maternal reasoning over 2 years. Maternal warmth positively predicted concern for others only for children with elevated externalizing problems. These findings support a differentiated approach to positive parenting research, revealing that distinct parenting behaviors may meet individual child needs uniquely.
{"title":"Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples","authors":"Lindsey C. Partington, Paul D. Hastings","doi":"10.1111/sode.12721","DOIUrl":"https://doi.org/10.1111/sode.12721","url":null,"abstract":"Abstract Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples with parallel methods, a U.S. community sample (Study 1, N = 83, 44% female, 73.6% White, median income range = $75,000–$90,000 USD) and a Canadian sample at risk for externalizing problems (Study 2, N = 98, 50% female, 82.7% White, median income range = $70,000–$80,000 CND). Child gender and externalizing problems were examined as moderators of these bidirectional socialization processes. In Study 1, a cross‐lagged model (CLM) found that maternal warmth positively predicted children's concern for others over 2 years, whereas children's concern for others inversely predicted future maternal reasoning. Multigroup comparisons found these lagged effects were unique to boys only. Study 2 partially replicated Study 1, revealing fully bidirectional socialization effects unique to boys. Maternal reasoning positively predicted the development of boys’ concern for others over 2 years, and boys’ greater concern for others at age 4 elicited greater maternal reasoning over 2 years. Maternal warmth positively predicted concern for others only for children with elevated externalizing problems. These findings support a differentiated approach to positive parenting research, revealing that distinct parenting behaviors may meet individual child needs uniquely.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"31 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent‐child relationship on these associations remains untested, particularly among non‐White families. Participants included 259 Chinese American preschoolers (Mage = 4.5 years, SD = .9 years, 50% girls) and their mothers (Mage = 37.9 years, SD = 4.7 years), the present study examined the moderating effects of parent‐child relationship quality on the association between mother‐rated child surgency and teacher‐rated child aggression as mediated by maternal psychological control. Overall, results showed that child surgency was linked positively to maternal psychological control, which, in turn, led to higher levels of child aggression six months later, but only when the parent‐child relationship quality was less optimal. These findings indicate that psychological control is one underlying mechanism linking child temperament and child maladjustment, and that parent‐child relationship quality is an important protective factor. Findings also expand an existing theoretical framework by explicating how these variables are applicable to an Asian American population, suggesting the critical buffering role that parent‐child relationship quality plays. The study findings inform efforts to mitigate the potential negative effect of psychological control in reducing childhood aggression.
{"title":"Parent‐child relationship buffers the impact of maternal psychological control on aggression in temperamentally surgent children","authors":"Yao Sun, Charissa S. L. Cheah, Craig H. Hart","doi":"10.1111/sode.12722","DOIUrl":"https://doi.org/10.1111/sode.12722","url":null,"abstract":"Children's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent‐child relationship on these associations remains untested, particularly among non‐White families. Participants included 259 Chinese American preschoolers (Mage = 4.5 years, SD = .9 years, 50% girls) and their mothers (Mage = 37.9 years, SD = 4.7 years), the present study examined the moderating effects of parent‐child relationship quality on the association between mother‐rated child surgency and teacher‐rated child aggression as mediated by maternal psychological control. Overall, results showed that child surgency was linked positively to maternal psychological control, which, in turn, led to higher levels of child aggression six months later, but only when the parent‐child relationship quality was less optimal. These findings indicate that psychological control is one underlying mechanism linking child temperament and child maladjustment, and that parent‐child relationship quality is an important protective factor. Findings also expand an existing theoretical framework by explicating how these variables are applicable to an Asian American population, suggesting the critical buffering role that parent‐child relationship quality plays. The study findings inform efforts to mitigate the potential negative effect of psychological control in reducing childhood aggression.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Parental guilt induction is thought to promote empathy and social attunement in Chinese cultures, whereas parental warmth is thought to facilitate prosocial development across diverse cultures. However, research on the relative roles of guilt induction and warmth and how they are associated with prosocial behaviors in Chinese communities has been limited. Additionally, the roles of paternal parenting and potential motivational mediators in non‐Western contexts remain largely unexplored. The present study considered both culturally prevalent (guilt induction) and universal (warmth) parenting practices and their associations with other‐ versus self‐oriented prosocial behaviors, as well as the mediating role of adolescents’ values (i.e., self‐transcendence vs. self‐transcendence). Gender and age differences were also examined. Participants were 439 Grades 7–11 adolescents (242 girls) from Hong Kong. Path analyses indicated that self‐transcendence values mediated the link between parental (maternal and paternal) warmth and both forms of prosocial behaviors. Self‐enhancement values mediated the link between maternal guilt induction and self‐oriented prosocial behaviors. Multigroup analyses revealed no significant gender and age differences. Current findings suggest that parental warmth is likely to facilitate prosocial behaviors through the cultivation of self‐transcendence values whereas guilt induction may facilitate values and prosocial behaviors that are more self‐oriented in Chinese contexts.
{"title":"Parental warmth and guilt induction: Associations with prosocial behaviors and the mediating role of values in Chinese adolescents","authors":"Tracy K. Y. Wong, Chiaki Konishi","doi":"10.1111/sode.12714","DOIUrl":"https://doi.org/10.1111/sode.12714","url":null,"abstract":"Abstract Parental guilt induction is thought to promote empathy and social attunement in Chinese cultures, whereas parental warmth is thought to facilitate prosocial development across diverse cultures. However, research on the relative roles of guilt induction and warmth and how they are associated with prosocial behaviors in Chinese communities has been limited. Additionally, the roles of paternal parenting and potential motivational mediators in non‐Western contexts remain largely unexplored. The present study considered both culturally prevalent (guilt induction) and universal (warmth) parenting practices and their associations with other‐ versus self‐oriented prosocial behaviors, as well as the mediating role of adolescents’ values (i.e., self‐transcendence vs. self‐transcendence). Gender and age differences were also examined. Participants were 439 Grades 7–11 adolescents (242 girls) from Hong Kong. Path analyses indicated that self‐transcendence values mediated the link between parental (maternal and paternal) warmth and both forms of prosocial behaviors. Self‐enhancement values mediated the link between maternal guilt induction and self‐oriented prosocial behaviors. Multigroup analyses revealed no significant gender and age differences. Current findings suggest that parental warmth is likely to facilitate prosocial behaviors through the cultivation of self‐transcendence values whereas guilt induction may facilitate values and prosocial behaviors that are more self‐oriented in Chinese contexts.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Individuals emerge as leaders across the lifespan; however, research investigating early childhood leaders is scant. This study assessed leadership in early childhood ( N = 375) by using latent profile analysis of secondary data to examine how skill profiles are related to preschool leader scores. Skill profiles included scores for executive functioning, emotion regulation, imagination, theory of mind, vocabulary, and reception of prosocial behaviors (likeability). Six distinct profiles emerged with variation of high and low skill groupings. Four profiles with higher skill groupings also scored the highest on the leader construct but were not statistically different from each other. These findings support previous research that suggests that leaders may be identifiable in early childhood, and that there may be more than one pathway to early childhood leadership (i.e., differing skill combinations). With further research, these findings may have implications for curriculum development and the selection of peer models in clinical practice.
{"title":"Investigating the skills of a preschool leader: A latent profile analysis","authors":"Lindsey L. Held, Ansley T. Gilpin, Mengya Xia","doi":"10.1111/sode.12716","DOIUrl":"https://doi.org/10.1111/sode.12716","url":null,"abstract":"Abstract Individuals emerge as leaders across the lifespan; however, research investigating early childhood leaders is scant. This study assessed leadership in early childhood ( N = 375) by using latent profile analysis of secondary data to examine how skill profiles are related to preschool leader scores. Skill profiles included scores for executive functioning, emotion regulation, imagination, theory of mind, vocabulary, and reception of prosocial behaviors (likeability). Six distinct profiles emerged with variation of high and low skill groupings. Four profiles with higher skill groupings also scored the highest on the leader construct but were not statistically different from each other. These findings support previous research that suggests that leaders may be identifiable in early childhood, and that there may be more than one pathway to early childhood leadership (i.e., differing skill combinations). With further research, these findings may have implications for curriculum development and the selection of peer models in clinical practice.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"294 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lívia Priyanka Elek, Ildikó Király, Réka Pető, Renáta Szücs, Fruzsina Elekes, Katalin Oláh
Abstract This paper presents evidence that social categorization affects spontaneous level‐2 visual perspective taking (L2PT) differently depending on the type of social category in 8‐year‐old. In Experiment 1 ( N = 46), children were paired with same‐age peers, who belonged to the same or a different minimal group. In Experiment 2 ( N = 42) children participated with an adult confederate, who either shared their cultural group membership or was a member of an out‐group (inferred from a linguistic cue, accent). In Experiment 3 ( N = 80), children were acting together with an adult confederate who was at the same time a member of the same or a different minimal group and shared their linguistic membership. This allowed us to investigate how these social categories influence each other. Spontaneous L2PT was not affected by the minimal group manipulation. However, accent weakened L2PT when it implied that the task partner belonged to an out‐group. When both category cues were present, accent—that could be an indicator of shared knowledge attribution—played a more pronounced role in attenuating L2PT. It is argued that social categories that are indicative of the partner's knowledge states but not ad hoc groups influence spontaneous mentalizing.
{"title":"Linguistic but not minimal group membership modulates spontaneous level‐2 perspective interference in 8‐year‐old children","authors":"Lívia Priyanka Elek, Ildikó Király, Réka Pető, Renáta Szücs, Fruzsina Elekes, Katalin Oláh","doi":"10.1111/sode.12719","DOIUrl":"https://doi.org/10.1111/sode.12719","url":null,"abstract":"Abstract This paper presents evidence that social categorization affects spontaneous level‐2 visual perspective taking (L2PT) differently depending on the type of social category in 8‐year‐old. In Experiment 1 ( N = 46), children were paired with same‐age peers, who belonged to the same or a different minimal group. In Experiment 2 ( N = 42) children participated with an adult confederate, who either shared their cultural group membership or was a member of an out‐group (inferred from a linguistic cue, accent). In Experiment 3 ( N = 80), children were acting together with an adult confederate who was at the same time a member of the same or a different minimal group and shared their linguistic membership. This allowed us to investigate how these social categories influence each other. Spontaneous L2PT was not affected by the minimal group manipulation. However, accent weakened L2PT when it implied that the task partner belonged to an out‐group. When both category cues were present, accent—that could be an indicator of shared knowledge attribution—played a more pronounced role in attenuating L2PT. It is argued that social categories that are indicative of the partner's knowledge states but not ad hoc groups influence spontaneous mentalizing.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"72 0","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ken J. Rotenberg, Becky MacDonald‐Taylor, Rebecca Holland
Abstract Three studies examined age, gender, and trust belief differences in using the consistency principle to judge the trustworthiness of persons who varied in the consistency between their personal standards and behavior. The participants were 78 adults ( Mage = 22 years) in Study 1, 160 children from four age groups (6‐7, 8–9, 10–11, and 12–13, year‐olds) in Study 2, and 46 10–11‐year‐olds in Study 3 ( N = 284). Approximately equal numbers of predominately White males and females participated. They judged the trustworthiness of persons who demonstrated consistency or inconsistency between their personal standards and behavior. It was found that adults, 12–13‐year‐olds, 10–11‐year‐olds, and 10–11‐year‐olds with high honesty trust beliefs in others judged the inconsistent persons as less trustworthy than consistent persons. Those participant samples judged inconsistent persons as untrustworthy and consistent persons as trustworthy. Male adults and 12–13‐year‐olds judged consistent persons as more trustworthy than their female counterparts. There are age trends, gender differences, and differences in honesty trust beliefs in the use of consistency principle to judge the trustworthiness of persons varying in the consistency between their personal standards and behavior.
{"title":"Trusting others who vary in consistency between their personal standards and behavior: Differences by age, gender, and honesty trust beliefs","authors":"Ken J. Rotenberg, Becky MacDonald‐Taylor, Rebecca Holland","doi":"10.1111/sode.12717","DOIUrl":"https://doi.org/10.1111/sode.12717","url":null,"abstract":"Abstract Three studies examined age, gender, and trust belief differences in using the consistency principle to judge the trustworthiness of persons who varied in the consistency between their personal standards and behavior. The participants were 78 adults ( Mage = 22 years) in Study 1, 160 children from four age groups (6‐7, 8–9, 10–11, and 12–13, year‐olds) in Study 2, and 46 10–11‐year‐olds in Study 3 ( N = 284). Approximately equal numbers of predominately White males and females participated. They judged the trustworthiness of persons who demonstrated consistency or inconsistency between their personal standards and behavior. It was found that adults, 12–13‐year‐olds, 10–11‐year‐olds, and 10–11‐year‐olds with high honesty trust beliefs in others judged the inconsistent persons as less trustworthy than consistent persons. Those participant samples judged inconsistent persons as untrustworthy and consistent persons as trustworthy. Male adults and 12–13‐year‐olds judged consistent persons as more trustworthy than their female counterparts. There are age trends, gender differences, and differences in honesty trust beliefs in the use of consistency principle to judge the trustworthiness of persons varying in the consistency between their personal standards and behavior.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"102 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135513020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel D. Fine, Kristina R. Olson, Selin Gülgöz, Rachel Horton, Susan A. Gelman
Abstract Gender‐nonconforming children face a substantial amount of prejudice, making it important to investigate potential contributing factors. In a correlational study of 253 U.S. Midwestern and Pacific Northwestern 6‐ to 10‐year‐old gender‐conforming children (Age M = 7.95, SD = 1.43; 54% girl, 46% boy; 77% White), we examined how gender essentialism (beliefs that gender is biological, discrete, informative, and immutable) and gender identity essentialism (beliefs that gender identity is immutable) relate to prejudice against gender‐nonconforming children. We also examined whether these associations varied by the child's cultural context (rural, non‐diverse, conservative vs. urban, more diverse, liberal). We found a positive correlation between gender essentialism and prejudice, in both cultural contexts. Additionally, children from the more rural context endorsed more essentialism and expressed more prejudice than did their counterparts from the more urban context. However, we found no differences in children's gender identity essentialism by cultural context and no association with prejudice.
{"title":"Gender essentialism predicts prejudice against gender nonconformity in two cultural contexts","authors":"Rachel D. Fine, Kristina R. Olson, Selin Gülgöz, Rachel Horton, Susan A. Gelman","doi":"10.1111/sode.12720","DOIUrl":"https://doi.org/10.1111/sode.12720","url":null,"abstract":"Abstract Gender‐nonconforming children face a substantial amount of prejudice, making it important to investigate potential contributing factors. In a correlational study of 253 U.S. Midwestern and Pacific Northwestern 6‐ to 10‐year‐old gender‐conforming children (Age M = 7.95, SD = 1.43; 54% girl, 46% boy; 77% White), we examined how gender essentialism (beliefs that gender is biological, discrete, informative, and immutable) and gender identity essentialism (beliefs that gender identity is immutable) relate to prejudice against gender‐nonconforming children. We also examined whether these associations varied by the child's cultural context (rural, non‐diverse, conservative vs. urban, more diverse, liberal). We found a positive correlation between gender essentialism and prejudice, in both cultural contexts. Additionally, children from the more rural context endorsed more essentialism and expressed more prejudice than did their counterparts from the more urban context. However, we found no differences in children's gender identity essentialism by cultural context and no association with prejudice.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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