The role of perceived ingroup norms about intergroup contact in intergroup friendship effects

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-08-22 DOI:10.1007/s11218-024-09947-7

Lana Pehar, Dinka Čorkalo Biruški, Blaž Rebernjak

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引用次数: 0

Abstract

While intergroup contacts and social norms both have important roles in regulating intergroup relations, their effects on intergroup outcomes have mostly been examined independently from each other. The purpose of this longitudinal study was to explore the role of perceived ingroup norms about intergroup contact in the relationships between both direct and extended intergroup friendships and positive and negative outgroup orientations. To provide a more comprehensive normative perspective of intergroup contact, we tested for both cross-sectional and longitudinal, as well as moderation and mediation effects of perceived peer, parental, and school contact norms. The research was carried out in two waves on a sample of 1,128 majority and minority adolescents from four multiethnic communities in the Republic of Croatia. The results indicated that all three types of perceived ingroup contact norms exclusively mediate the cross-sectional, but not longitudinal, relationships between both forms of friendships and positive and negative outgroup orientations, highlighting the importance and consistency of perceived parental and school normative influences.

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感知到的内群体对群体间接触的规范在群体间友谊效应中的作用

虽然群际接触和社会规范在调节群际关系方面都起着重要作用，但它们对群际结果的影响大多是独立研究的。本纵向研究的目的是探讨感知到的群体内群体间接触规范在群体间直接和扩展友谊与群体外积极和消极取向之间关系中的作用。为了提供更全面的群体间接触规范视角，我们测试了感知到的同伴、父母和学校接触规范的横向和纵向效应，以及调节和中介效应。研究分两波进行，样本是来自克罗地亚共和国四个多民族社区的 1128 名多数民族和少数民族青少年。研究结果表明，所有三种类型的感知到的内群体接触规范都对两种形式的友谊与积极和消极的外群体取向之间的横截面关系（而非纵截面关系）起到了中介作用，这凸显了感知到的父母和学校规范影响的重要性和一致性。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.