Cross-Cultural Differences in Competition Among Children and Adolescents

Schneider, Barry H.; Toro, Maria del Pilar Soteras de; Woodburn, Sharon S.; Fülöp, Márta; Cerviño, Consuelo; Bernstein, Seth; Sandor, M. Kay

doi:10.1017/cbo9780511499739.014

Cited by 11 publications

(10 citation statements)

References 59 publications

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“…Third, it is possible that intraracial friendships are characterized by more conflict, especially for Black and Latino youth, because of different cultural attitudes about conflict within social relationships (Kagan & Madsen, ; Schneider et al., ; Tassi & Schneider, ; Ting‐Toomey & Chung, ). Extant research suggests that Blacks score higher than Whites on measures of tolerance for hostility and confrontation, and lower on measures of conflict avoidance (Davidson, ; Ting‐Toomey & Chung, ).…”

Section: Discussionmentioning

confidence: 99%

Intra‐ and Interracial Best Friendships During Middle School: Links to Social and Emotional Well‐being

McGill

Way

Hughes

2012

J of Research on Adolesc

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This study examined patterns of intra‐ and interracial best friendships during middle school and their associations with social and emotional well‐being. We hypothesized that intraracial friendships would be beneficial for racial or ethnic minority youth because such relationships provide protection and solidarity in a discriminatory society. Results revealed that most youth had only intraracial best friends during middle school, but 38% had at least one interracial best friend. Associations between interracial best friendships and well‐being varied by racial group; Black and Asian American youth with only interracial best friends reported lower emotional well‐being than those with only intraracial best friends. Additionally, intraracial best friendships were associated with higher conflict than interracial best friendships, especially for Black and Latino youth.

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Section: Discussionmentioning

confidence: 99%

Intra‐ and Interracial Best Friendships During Middle School: Links to Social and Emotional Well‐being

McGill

Way

Hughes

2012

J of Research on Adolesc

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“…Three measures of perceived competitive goal orientations-the Peer Competition Rating scale, the Teacher Competition Rating scale (cognitive and physical versions), and the Self-Competition Rating scale (see Schneider et al, 2006;Schneider, Woodburn, del Pilar Soteras del Toro, & Udvari, 2005), a measure of perceived friendship quality-the Friendship-Quality Rating scale (modified from Bukowski, Hoza, & Boivin, 1994), and the Rating the Behavioral Note: In Tables 1 and 3, N and n refer to the numbers of individual students; in all other tables they refer to the number of dyads. Characteristics of Superior Students scale (Renzulli, 1978) were used in this study.…”

Section: Measures and Proceduresmentioning

confidence: 99%

Competitive Goal Orientations, Quality, and Stability in Gifted and Other Adolescents' Friendships

Schapiro

Schneider

Shore

et al. 2009

Gifted Child Quarterly

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Competitive goal orientations were rated by self, peers, and teachers for 38 gifted- and 38 regular-program, same-sex, friendship dyads (19 female and 19 male) from grades 7 and 8 (N = 152). Gifted dyads were reassessed on friendship quality and stability at the end of the school year and after the summer. Gifted students were more task-oriented and comparison students more other-referenced. Task-orientation was related to fewer friendship conflicts, more friendly competition, and, for gifted students, greater friendship stability. Being other-referenced was related to negative friendship qualities and unstable friendships regardless of sex, grade, or program, and instability in gifted female students' friendships. Friends reporting positive friendship qualities at the end of the school year more likely remained friends over the summer. Comparison group friendships had more numerous positive qualities (companionship, help, security, closeness) than those of gifted adolescents. Competitive goal orientation rather than competition itself affects friendship success.

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“…To the extent that the relationship between competitiveness and behavioral adjustment differs across cultural groups, culture would qualify as a moderator of that relationship. This outcome would add to evidence suggesting that competitiveness is a culturally determined or culturally sensitive construct (Schneider et al, 2006).…”

Section: Social Values Culture and Behavioral Adjustmentmentioning

confidence: 81%

“…First, we expected that individualistic social values, more so than cooperative social values, would be associated with positive behavioral adjustment ratings in a manner consistent with school-based studies. With respect to competitive SVO choice behavior and behavioral adjustment ratings, extant research suggests a complex relationship in which competitive social values are meaningful within both collectivist and individualist value systems, but that they reflect motivations that may differ across those cultural value systems (see Schneider et al, 2006). Therefore, second, we predicted that culture would moderate the relationship between competitiveness and behavioral adjustment, although due to the immaturity of the literature no predictions were made regarding the directionality of these relationships.…”

Section: Social Values Culture and Behavioral Adjustmentmentioning

confidence: 99%

Social values and preschool behavioral adjustment: A comparative investigation of Latino and European American preschool children.

Strand¹,

Pula²,

Downs³

2015

Cultural Diversity & Ethnic Minority Psychology

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The present article explored relationships between social values (cooperative, individualistic, and competitive) and the behavioral adjustment of Latino and European American preschoolers within the preschool setting. Of interest was whether relationships between social values and behavioral adjustment differed as a function of cultural background. Assessments of social values and teacher reports of child behavioral adjustment were obtained for 254 preschoolers from collectivist (Spanish-speaking Latino Americans), individualist (English-speaking European Americans), and mixed cultural backgrounds (English-Speaking Latino Americans). Cooperative values were more prevalent among collectivist background children, but did not predict behavioral adjustment. Individualistic values did not differ across groups, but predicted better behavioral adjustment for individualist children. Competitive values did not differ across groups, but predicted positive behavioral adjustment for collectivist children and negative behavioral adjustment for individualist children. These findings suggest that a competitive social orientation constitutes a resilience factor for children from collectivist cultural backgrounds and a risk factor for children from individualist cultural backgrounds, and that a cooperative social orientation is undervalued within school settings. Discussion focuses on facilitating the behavioral adjustment of children by raising teacher awareness of collectivist social values and, selectively, fostering or encouraging competitive social values. In sum, the results support the notion that the functionality and meaning of social values differ across social and cultural contexts.

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Cross-Cultural Differences in Competition Among Children and Adolescents

Cited by 11 publications

References 59 publications

Intra‐ and Interracial Best Friendships During Middle School: Links to Social and Emotional Well‐being

Intra‐ and Interracial Best Friendships During Middle School: Links to Social and Emotional Well‐being

Competitive Goal Orientations, Quality, and Stability in Gifted and Other Adolescents' Friendships

Social values and preschool behavioral adjustment: A comparative investigation of Latino and European American preschool children.

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