Investigating the Development of Prosociality Through the Lens of Refusals: Children’s Prosocial Refusals With Siblings and Friends

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI:10.13110/MERRPALMQUAR1982.66.4.0421

Nasim Tavassoli, Nina Howe, Ganie Dehart

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引用次数: 4

Abstract

Abstract:This 3-year longitudinal study examined children’s engagement and refusals to be prosocial between siblings and friends from early to middle childhood. At each of two time points, 44 children (M age = 4.56 years at Time 1 [T1]) were video-recorded in one play session with a sibling and one with a friend. Children’s helping or refusals to help and sharing or refusals to share and their strategies to refuse prosociality were coded. Findings revealed that prosocial refusals were as frequent as prosocial actions between siblings and friends. Children were more likely to refuse to be prosocial with their sibling especially for sharing and through verbal refusals. Children used verbal refusals more at T1, whereas they used passive refusal more at T2. Verbal and nonverbal refusals were used more to refuse sharing, whereas passive refusal was used more to refuse helping. This study highlighted the importance of prosocial refusals in the development of prosociality in the context of close relationships.

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从拒绝的角度考察亲社会性的发展:儿童对兄弟姐妹和朋友的亲社会拒绝

摘要：这项为期3年的纵向研究调查了儿童从童年早期到中期在兄弟姐妹和朋友之间的参与和拒绝亲社会行为。在两个时间点中的每一个时间点，44名儿童（在时间1[T1]时，M年龄=4.56岁）在一次与兄弟姐妹和一次与朋友的游戏中被录制了视频。儿童的帮助或拒绝帮助、分享或拒绝分享以及他们拒绝亲社会性的策略被编码。研究结果显示，亲社会拒绝与兄弟姐妹和朋友之间的亲社会行为一样频繁。孩子们更可能拒绝与兄弟姐妹亲社会，尤其是在分享和言语拒绝方面。儿童在T1时更多地使用言语拒绝，而在T2时他们更多地使用被动拒绝。言语和非言语拒绝更多地用于拒绝分享，而被动拒绝更多地用来拒绝帮助。这项研究强调了亲社会拒绝在亲密关系背景下亲社会性发展中的重要性。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.