Showing papers in "Social Development in 2021"
19 citations
17 citations
TL;DR: In this article, the authors used a sample of 310 Japanese father-child dyads (fathers Mage = 47.95, children Mage = 14.98, 50% female) to investigate the structure of aspirations in a Japanese sample, the association between fathers' own intrinsic and extrinsic aspirations and the aspirations reported by their adolescent children, the links between child-reported father autonomy support and children's self-reported aspirations, and the associations between fathers own and childrens own aspirations and basic psychological needs satisfaction of both fathers and children.
Abstract: Anchored in self-determination theory (SDT), we used a sample of 310 Japanese father-child dyads (fathers Mage = 47.95; children Mage = 14.98, 50% female), to investigate: (a) the structure of aspirations in a Japanese sample, (b) the association between fathers’ own intrinsic and extrinsic aspirations and the aspirations reported by their adolescent children, (c) the links between child-reported father autonomy support and children’s self- reported aspirations, and (d) the associations between fathers’ own and children’s own aspirations and the basic psychological needs satisfaction of both fathers and children. Confirmatory factor analysis demonstrated acceptable fit for the theorized model of intrinsic and extrinsic aspirations specified by SDT. Correlation analysis revealed positive associations between the aspirations of fathers’ and those endorsed by their children, which were not moderated by father’s autonomy support. Actor-partner interdependence modeling indicated that when fathers were relatively intrinsic in their orientations, basic psychological need satisfaction was higher for both themselves and their children. These findings highlight the relevance of intrinsic and extrinsic aspirations to the well-being of youth and the interplay between fathers’ and children’s aspirations, suggesting that both fathers’ intrinsic aspirations and parenting styles are associated with children’s basic psychological needs satisfaction.
16 citations
TL;DR: The authors examined whether teachers' perceptions of students' behavior and the behavior of teacher-perceived friends influenced teachers' ability to recognize students identified as bullies, victims, and prosocial by their peers.
Abstract: This study examined whether teachers' perceptions of students' behavior (referring to halo effects) and the behavior of teacher-perceived friends (referring to association effects) influenced teachers' ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (M age = 10.5, 47.5% girls) and 56 teachers (M age = 41.4, 63.5% females). Perceived likeability was associated with decreased odds and teachers' perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers' perceptions of externalizing behavior were associated with decreased odds, whereas teachers' perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher-perceived friends for bullying, victimization, and prosociality.
11 citations
TL;DR: Zhang et al. as discussed by the authors investigated 3-to 6-year-old children's restoration behaviors both when they were second-party victims and third-party bystanders of transgressions and found that children preferred restoration to punishment.
Abstract: Funding information National Natural Science Foundation of China, Grant/Award Number: 31600899; Tsinghua University Lifelong Learning Lab; Tsinghua University Undergraduate Research Grant; Tsinghua University Initiative Scientific Research Program, Grant/Award Number: 20171080349; Tsinghua University Tang Scholar Program Abstract The present study investigated 3to 6yearold (total n = 158) children's restoration behaviors both when they were secondparty victims (Experiment 1) and when they were thirdparty bystanders (Experiment 2) of transgressions. We also explored how group membership (based on color preference) affects these behaviors. We found that children preferred restoration to punishment, and that they emphasized restorative justice not only for themselves, but also for others. Furthermore, when they were victims of transgressions, the tendency to choose restoration over punishment was stronger in older than younger children. Secondparty restoration behavior was influenced by group concerns in that children treated ingroup transgressors more leniently than outgroup and unaffiliated transgressors, but thirdparty restoration behavior was not. Our research challenges the view that punishment is the standard response to transgressions and suggests that alternative options like restoration are sometimes preferred over punishment by young children.
10 citations
10 citations
7 citations
7 citations
7 citations
7 citations
TL;DR: The authors investigated children at age 4-5, when robust selective social learning is in place, and found that children evaluated argument quality in context-sensitive ways and used them differentially for belief-revision.
Abstract: Funding information GermanScienceFoundation Abstract What do young children understand about arguments? Do they evaluate arguments critically when deciding whom to learn from? To address this question, we investigated children at age 4–5, when robust selective social learning is in place. In Studies 1a/b, children made an initial perceptual judgment regarding the location of an object under varying perceptual circumstances; then received advice by another informant who had better/worse perceptual access than them; and then made their final judgment. The advice by the other informant was sometimes accompanied by utterances of the form “I am certain . . . because I’ve seen it”. These utterances thus constituted good arguments in some conditions (informant could see clearly), but not in others (informant had poor perceptual access). Results showed that children evaluated argument quality in context-sensitive ways and used them differentially for belief-revision. They engaged in more belief-revision when the informant gave this argument onlywhen her perceptual condition, and thus her argument, was good. In Study 2, children were asked to find out about different properties (color/texture) of an object, and received conflicting testimony from two informantswho supported their claims by utterances of the form “because I’ve seen it” (good argument regarding color/poor regarding texture) or “because I’ve felt it” (vice versa). Again, children
TL;DR: Maternal anxiety but not child inhibited temperament predicted distress reactions and punitive responses, whereas maternal anxiety and toddler dysregulated fear both uniquely predicted minimizing responses.
Abstract: Parent emotion socialization refers to the process by which parents impart their values and beliefs about emotion expressivity to their children. Parent emotion socialization requires attention as a construct that develops in its own right. The socialization of child worry, in particular, has implications for children's typical socioemotional development, as well as their maladaptive development towards anxiety outcomes. Existing theories on emotion socialization, anxiety, and parent-child relationships guided our investigation of both maternal anxiety and toddler inhibited temperament as predictors of change in mothers' unsupportive (i.e., distress, punitive, and minimizing) responses to toddler worry across 1 year of toddlerhood. Participants included 139 mother-toddler dyads. Mothers reported on their own anxiety and their emotion socialization responses to toddler worry. We assessed toddler inhibited temperament through a mother-report survey of shyness and observational coding of dysregulated fear. Maternal anxiety but not child inhibited temperament predicted distress reactions and punitive responses, whereas maternal anxiety and toddler dysregulated fear both uniquely predicted minimizing responses. These results support continued investigation of worry socialization as a developmental outcome of both parent and child characteristics.
TL;DR: The authors found that children reliably prefer in-groups over out-groups, more readily associate their ingroups with positive attributes, and do so even in cases where group membership is established on arbitrary grounds, such as the color of clothing.
Abstract: Decades of research on adults’ inter-group attitudes document that people tend to favor in-groups over outgroups (Allport, 1954; Tajfel, 1982). In fact, many inter-group biases originally investigated in adults, have also been documented in children. From preschool-age, children reliably prefer in-groups over out-groups, more readily associate their in-groups with positive attributes, and do so even in cases where group membership is established on arbitrary grounds, such as the color of clothing (Aboud, 2003; Benozio & Diesendruck, 2015; Bigler et al., 1997). Work in adult social psychology indicates that a potential foundation for inter-group attitudinal biases relates to difference in behavioral attribution and explanation. For instance, out-group members’ behaviors are more often Received: 24 June 2020 | Revised: 25 November 2020 | Accepted: 25 November 2020 DOI: 10.1111/sode.12499