Achievement versus maintenance of control in six‐year‐old children’s interactions with peers: an observational study

Green, Vanessa A.; Cillessen, Antonius H. N.

doi:10.1080/01443410701491759

Cited by 19 publications

(17 citation statements)

References 30 publications

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“…My findings confirm earlier research that demonstrates that girls express more empathy and tend to be more prosocial than boys, while boys are more likely to use physical aggression, focus on themselves, and ignore the concerns of others (for a review, see Eisenberg, Fabes, et al, 2006; for examples of research, see Green & Cillessen, 2008;Persson, 2005;Strayer & Roberts, 2004;Warden & Mackinnon, 2003;Zimmer-Gembeck, Geiger, & Crick, 2005). …”

Section: Discussionsupporting

confidence: 86%

A Student in Distress: Moral Frames and Bystander Behavior in School

Thornberg

2010

The Elementary School Journal

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The purpose of this study was to investigate and generate a grounded theory on how and why students behave as they do in school situations in which they witness another student in distress. Fieldwork and interviews were conducted in 2 Swedish elementary schools and guided by a grounded theory approach. The study resulted in a grounded theory of moral frames in bystander situations in school. In this study, 5 main moral frames of school have been identified: (a) the moral construction of the good student, (b) institutionalized moral disengagement, (c) tribe caring, (d) gentle caring-girl morality, and (e) social-hierarchy-dependent morality. The study highlights how moral action is generally inhibited by the conformity fostered in school settings and by moral dilemmas constructed by the moral frames. A revised model of bystander behavior adapted to the school context is also presented.

Original Publication: Robert Thornberg, A Student in Distress: Moral Frames and Bystander Behavior in School, 2010, ELEMENTARY SCHOOL JOURNAL, (110), 4, 585-608. http://dx.doi.org/10.1086/651197 Copyright: University of Chicago Press http://www.press.uchicago.edu/

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Section: Discussionsupporting

confidence: 86%

A Student in Distress: Moral Frames and Bystander Behavior in School

Thornberg

2010

The Elementary School Journal

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“…Helping may be an a priori social conventional obligation in a peer relationship (Keller et al, 2004). Other than helping, gaining access to limited resources is an important social aspect of a peer relationship (Green & Cillessen, 2008). Other than helping, gaining access to limited resources is an important social aspect of a peer relationship (Green & Cillessen, 2008).…”

Section: Contract Violation and Conditional Promisementioning

confidence: 99%

“…Keller et al (2004) called for a need to avoid such confounding effects, and as such, the current study re-examined the context effect by refining the task in a peer context. Other than helping, gaining access to limited resources is an important social aspect of a peer relationship (Green & Cillessen, 2008). According to human sociobiology, individuals differ in their abilities to compete for resources (Charlesworth, 1996;Hawley, 1999Hawley, , 2002.…”

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confidence: 99%

Children's understanding of conditional promise contract violations

Chin

Lin

2018

Infant and Child Development

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Recent studies have suggested that young children readily understand contract violations that have a prescriptive element. However, prior research has only investigated social contracts where the child is being addressed. In the current study, we reversed the child's role to the speaker (the party initiating a contract) and investigated the capability of young children to detect the violator of conditional promises. Children aged 5 to 7 were presented with scenarios in which conditional promises were made between a child protagonist and a parent or a superordinate peer. When the child in the story was the addressee, older children were better able to identify a superordinate party as a violator. Children were better able to detect a superordinate violator in stories where the conditional promise was made with a peer. Children's identification of a subordinate violation varied as a function of age and story type. In evaluating not p and not q situations, older children were better able to ignore power asymmetry to identify a superordinate violator or bilateral violation when the child in the story was the speaker. These findings reveal that young children are sensitive to the role of the speaker and obligations in a social contract. Highlights This study aimed to investigate the capability of young children to detect the violator of conditional promises. The results showed a three‐way interaction among the context, the status of the violating party, and the child's role as speaker or addressee. These findings further our understanding of the deontic advantage and the impact of various types of conditional promises made with superordinates in daily life.

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“…Research has shown that 6–20% of Australian children have a formal diagnosis of learning difficulties (LD; Louden et al ., ), with significantly more thought to have undiagnosed difficulties with learning. Research suggests that up to 75% of children with LD also have difficulties with social skills (Kavale & Forness, ), depending upon the definition of social competence (Green & Cillessen, ). Social competence refers to a person's ability to get along with other people, and is an increasingly critical factor in the successful development of children.…”

Section: Introductionmentioning

confidence: 99%

Children who experience difficulties with learning: Mother and child perceptions of social competence

Carman

Chapparo

2012

Aus Occup Therapy J

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There is an emphasis on the social competence of children who have difficulties with learning as a significant percentage also experience reduced social skills. Social competence in the classroom is becoming increasingly important as the school curriculum incorporates group work and socially directed activities for purposes of learning. A goal of occupational therapy for children with learning difficulties and their parents is that they 'fit' into their social group and form friendships. While teachers are able to identify social skills that are required for life at school, less is known about how children perceive their interactions. This study aimed to explore social interaction during occupational performance at school and at home from the perception of children with learning difficulties and their mothers. Participants included 10, 8- to 12-year-old children who had difficulties with learning and their 10 mothers. Children were interviewed using semi-structured focus groups. Mothers participated in semi-structured interviews. Four main themes emerged from this study, including the importance of social skills, effects of poor social skills, difficulties with planning and problem solving in social situations and impact of social competence on a child's occupational performance. The study revealed that social participation is perceived to be an integral part of the child's ability to participate in occupational performance, and that children have definite perspectives on the importance of social competence. Children in this study indicated that their social skills were adequate when in an one-to-one situation but not in a group.

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Achievement versus maintenance of control in six‐year‐old children’s interactions with peers: an observational study

Cited by 19 publications

References 30 publications

A Student in Distress: Moral Frames and Bystander Behavior in School

A Student in Distress: Moral Frames and Bystander Behavior in School

Children's understanding of conditional promise contract violations

Children who experience difficulties with learning: Mother and child perceptions of social competence

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