做得比预期的多:受助者的需要程度在儿童感知自己相对亲社会性中的作用

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Bar Levy-Friedman, Tehila Kogut
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引用次数: 0

摘要

本研究考察了在受助人被描述为 "需要 "与 "不需要 "的情况下,儿童相对于一般同龄人对自己亲社会性的自我评估(以色列南部一所社会经济水平一般的学校;N = 158;年龄 6-12 岁;51% 为男性,2021 年 12 月至 5 月)。结果显示,年龄较大的儿童表现出优于平均水平(BTA)效应,认为自己比同龄人更慷慨。相比之下,年龄较小的儿童则表现出比平均水平差的效应,他们认为同伴比自己更慷慨。然而,当受助者被描述为 "需要帮助 "时,这两种效应都会减弱(ηp2$$ {eta}_\mathrm{p}}^2 $$ = .16),从而导致对自己和他人分享的更高期望。这意味着,除了儿童自我评价为BTA的动机倾向外,他们的评价还基于实际的环境线索。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality
This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; N = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more generous than peers. In contrast, younger children displayed the worse-than-average effect by expecting peers to be more generous than themselves. However, both effects were attenuated (ηp2$$ {\eta}_{\mathrm{p}}^2 $$ = .16) when the recipient was described as “needy,” leading to higher expectations of sharing from oneself and others. This implies that besides children's motivational tendency to self-evaluate as BTA, they also base their evaluations on actual environmental cues.
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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