Japanese and American children's evaluations of peer exclusion, tolerance of differences, and prescriptions for conformity
Japanese and American children's evaluations of peer exclusion, tolerance of differences, and prescriptions for conformity
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DOI：
10.1111/1467-8624.t01-1-00506
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发表时间：
2002-11-01
影响因子：
4.6
通讯作者：
Watanabe, H
中科院分区：
文献类型：
--
作者：
Killen, M;Crystal, DS;Watanabe, H
Children and adolescents (N = 1,057), divided by gender, at fourth, seventh, and tenth grades, from two mid-sized cities in the United States and in Japan, were surveyed regarding their evaluations of peer group exclusion of atypical peers. Six reasons for atypicality were being aggressive, having an unconventional appearance, acting like a clown, demonstrating cross-gender behavior, being a slow runner, and having a sad personality.分析揭示了年龄、性别、国家成员身份和排斥背景的显着影响。 With age, children demonstrated context sensitivity, and believed that the excluded child should not change him- or herself to be accepted by the group.在不同的背景下，女孩比男孩更不愿意排斥，并且更能容忍差异。排斥的背景对所有形式的排斥判断都有影响，但对文化的总体影响却很小。大多数孩子不同意排除的决定，认为自己与非典型孩子不同，并认为被排除的孩子应该改变自己才能被群体所接受。研究结果支持了发展性社会认知理论，其中多种影响源对涉及排斥他人的社会决策产生重大影响。
Children and adolescents (N = 1,057), divided by gender, at fourth, seventh, and tenth grades, from two mid-sized cities in the United States and in Japan, were surveyed regarding their evaluations of peer group exclusion of atypical peers. Six reasons for atypicality were being aggressive, having an unconventional appearance, acting like a clown, demonstrating cross-gender behavior, being a slow runner, and having a sad personality. Analyses revealed significant effects for age, gender, country membership, and the context of exclusion. With age, children demonstrated context sensitivity, and believed that the excluded child should not change him- or herself to be accepted by the group. Across contexts, girls were less willing to exclude than were boys, and were more tolerant of differences. The context of exclusion had an effect on all forms of judgments about exclusion, and there were very few overall effects for culture. Most children disagreed with the decision to exclude, believed that they were different from the atypical child, and believed that the excluded child should change him- or herself to be accepted by the group. The results support a theory of developmental social cognition in which multiple sources of influence have a significant effect on social decision making involving the exclusion of others.