When Not Helping Is Nice: Children's Changing Evaluations of Helping during COVID-19

Autor/inn/en	Marshall, Julia; Lee, Young-eun; Deutchman, Paul; Wang, Zechao; Horsey, Charles Duren; Warneken, Felix; McAuliffe, Katherine
Titel	When Not Helping Is Nice: Children's Changing Evaluations of Helping during COVID-19
Quelle	In: Developmental Psychology, 59 (2023) 5, S.953-962 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001501
Schlagwörter	Children; Preadolescents; Helping Relationship; COVID-19; Pandemics; Attitude Change; Interaction; Interpersonal Relationship; Disease Control + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Helfende Beziehung; Attitudinal change; Einstellungsänderung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	A key aspect of children's moral and social understanding involves recognizing the value of helpful behaviors. COVID-19 has complicated this process; behaviors generally considered praiseworthy were considered problematic during the COVID-19 pandemic. The present study examined whether 6- to 12-year-olds (N = 228; residing in the United States) adapt their evaluations of helpful behavior in response to shifting norms. Specifically, we presented children with scenarios featuring helpful and unhelpful actions that involved physical interaction (e.g., hugging) or nonphysical interaction (e.g., recruiting a teacher); although all children were tested during the COVID-19 pandemic, stories portrayed individuals either before or during COVID-19. While children generally judged helpfulness positively and unhelpfulness negatively, children exhibited a selective shift in their judgments for COVID-19 scenarios: children considered helpfulness negatively and unhelpfulness positively if helping required physical interaction. These findings demonstrate that children flexibly tune their social evaluations of helping to align with evolving norms. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01