“Only you can play with me!” Children’s inclusive decision making, reasoning, and emotions based on peers’ gender and behavior problems

Peplak, Joanna; Song, Jae Min; Colasante, Tyler; Malti, Tina

doi:10.1016/j.jecp.2017.04.019

Cited by 25 publications

(30 citation statements)

References 43 publications

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“…Sports segregation according to gender roles may be related to the fear of being judged or bullied if gender norms are not conformed to [37,48]. In fact, various articles have shown that girls are more likely to engage in team sports when other girls are playing but not when boys are playing, because boys may exclude girls when they try to participate in sports in which girls are not socially considered good enough [49][50][51].…”

Section: Discussionmentioning

confidence: 99%

Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective

et al. 2020

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Background: Physical activity plays an important role in the maintenance of health, and it is especially important during childhood. However, the lack of information about differences in physical activity practice and sports preferences of children considering gender differences can result in non-effective policies that enhance inequalities between sexes. The aim of this study is to identify the sports preferences of Spanish schoolchildren and their physical activity practice behaviors depending on their sex and their parental care, analyzing the possible differences from a gender perspective. Method: Three hundred sixty-four Spanish schoolchildren (179 girls, 185 boys) participated in this cross-sectional study. A daily physical activity questionnaire was used to evaluate physical activity level (PAL), moderate-to-vigorous physical activity (MVPA) and sports preferences and a socio-health questionnaire were used to collect data about parental care. Statistical analysis was performed using SPSS and applying Student's T-test for normal variables, Mann-Whitney U-test for non-parametrical variables, and chi-square (χ2) test for categorical variables. Subsequently, odds ratios were used to analyze associations between the physical activity practice of the children and parental care. Results: PAL and time spent in MVPA was significantly lower for girls compared to boys (1.44 ± 0.07 vs. 1.46 ± 0.07, p < 0.001 and 0.74 ± 0.40 h/day vs. 0.90 ± 0.45 h/day; p < 0.001, respectively). Dancing, rhythmic gymnastics, skating, and water sports were practiced more by girls, while football, wrestling sports, handball, and racket sports were practiced more by boys (p < 0.05). Children cared for by their fathers had higher odds for physical activity practice (OR = 1.995 (1.202-3.310), p = 0.008). Conclusion: Physical activity among girls was less frequent and less intense. Girls opted for individual sports with artistic connotations, while boys often practiced more team contact sports. Furthermore, children are more physically actives when their father is in charge of them.

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Section: Discussionmentioning

confidence: 99%

Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective

et al. 2020

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“…The presence of boys could probably hinder physical activity in girls playing in playgrounds, given that boys tend to use larger spaces when playing [ 56 ]. Furthermore, boys may exclude girls while playing in the playgrounds [ 55 , 57 , 58 ] and therefore, reduce girls’ opportunities to take part in active games like ball games or playing tag. Supporting this presumption, in the present study, it has also been shown that girls were less often playing active or sports games than boys.…”

Section: Discussionmentioning

confidence: 99%

Physical Activity and Outdoor Play of Children in Public Playgrounds—Do Gender and Social Environment Matter?

Reimers

Schöeppe

Demetriou

et al. 2018

IJERPH

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Background: Few studies have delved into the relationship of the social environment with children’s physical activity and outdoor play in public playgrounds by considering gender differences. The aim of the present study was to examine gender differences and the relationship of the social environment with children’s physical activity and outdoor play in public playgrounds. Methods: A quantitative, observational study was conducted at ten playgrounds in one district of a middle-sized town in Germany. The social environment, physical activity levels, and outdoor play were measured using a modified version of the System for Observing Play and Leisure Activity in Youth. Results: In total, 266 observations of children (117 girls/149 boys) between four and 12 years old were used in this analysis. Significant gender differences were found in relation to activity types, but not in moderate-to-vigorous physical activity (MVPA). The presence of active children was the main explanatory variable for MVPA. In the models stratified by gender, the presence of opposite-sex children was a significant negative predictor of MVPA in girls but not in boys. Conclusions: The presence of active children contributes to children’s physical activity levels in public playgrounds. Girls’ physical activity seems to be suppressed in the presence of boys.

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“…Most research into moral emotions and bullying has assessed how individuals feel after performing an immoral act toward their peers. However, it is also important to explore how school children understand the emotional repercussions of that aggression on their victims (Peplak et al, 2017). Studies of moral attributions stress the importance of differentiating between self-attribution (where schoolchildren are asked to put themselves in the victim’s position) and other-attribution (in which they are asked to assign an emotion to a victim other than themselves).…”

Section: Introductionmentioning

confidence: 99%

How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School

et al. 2019

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The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.

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“Only you can play with me!” Children’s inclusive decision making, reasoning, and emotions based on peers’ gender and behavior problems

Cited by 25 publications

References 43 publications

Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective

Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective

Physical Activity and Outdoor Play of Children in Public Playgrounds—Do Gender and Social Environment Matter?

How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School

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