Literaturnachweis - Detailanzeige
| Autor/inn/en | Xiao, Sonya Xinyue; Martin, Carol Lynn; Spinrad, Tracy L.; Eisenberg, Nancy; DeLay, Dawn; Hanish, Laura D.; Fabes, Richard A.; Oswalt, Krista |
|---|---|
| Titel | Being Helpful to Other-Gender Peers: School-Age Children's Gender-Based Intergroup Prosocial Behavior |
| Quelle | (2022), (36 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Xiao, Sonya Xinyue) ORCID (Martin, Carol Lynn) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Prosocial Behavior; Intergroup Relations; Gender Differences; Elementary School Students; Student Behavior; Gender Bias; Grade 3; Grade 4; Grade 5; Friendship; Predictor Variables; Public Schools |
| Abstract | Promoting prosocial behavior toward those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goal in the present research was to better understand the extent to which elementary-school age children consider their own and the recipient's gender in prosocial behavior. Participants included 515 3rd, 4th, and 5th graders (263, 51.1% boys, M[subscript ageinyears] = 9.08, SD = 1.00) surveyed in the fall (T1) and spring (T2). We assessed children's prosociality using peer nominations. We found that gender mattered: children showed an ingroup bias in prosociality favoring members of their own gender group. Having other-gender friendships positively predicted children's prosocial behavior toward other-gender peers. Children's felt similarity to other-gender peers was not directly, but indirectly, related to their prosocial behavior toward other-gender peers. Findings shed light on potential pathways to fostering school-age children's gender-based prosociality. [This paper was published in "British Journal of Developmental Psychology."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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