Respect, liking, and peer social competence in China and the United States

Cohen, Robert S.; Hsueh, Yeh; Zhou, Zongkui; Hancock, Miriam; Floyd, Randy G.

doi:10.1002/cd.175

Cited by 12 publications

(23 citation statements)

References 24 publications

(34 reference statements)

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“…This affects one's cognition, understanding of reality, and subsequent reactions to events (Clore and Huntsinger ; Strohminger et al ), and when in conflict, modulates the intensity of a given dispute. It leads disputants to place primary importance on moral self‐perfection rather than legal vindication (Li ; Li and Fischer ; Watkins and Biggs ), and it is the force that drives individuals to strive to become someone who is respected and accepted by others (Cohen et al ; Hsueh et al ; Li and Fischer ).…”

Section: Exploring Legal Consciousnessmentioning

confidence: 99%

Justice, Emotion, and Belonging: Legal Consciousness in a Taiwanese Family Conflict

Wang¹

2019

Law Soc Rev

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This case study of a family conflict in Taiwan explores how legal consciousness is emotionally driven, intersubjective, and dependent on relational factors that are deeply connected to an individual's perception of the self–other relationship and affinity therein. As the members of the Lee family negotiated emotionally on issues involving elder care and inheritance, their adoption of law was at times absent, at others influential, but always shaped by certain Chinese concepts such as zìjǐrén (自己人), which constitute the emotional complex of belonging in Taiwan. This cultural patterning identifies a person as included, accepted, and respected by the group and when in conflict, is the driving force behind a disputants' pursuit of an identity that places them on moral high ground as a form of justice. Rather than depending on rational decision making or legal norms, their legal consciousness was determined by the sense of self, rectitude, emotion, and subjectivity.

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Section: Exploring Legal Consciousnessmentioning

confidence: 99%

Justice, Emotion, and Belonging: Legal Consciousness in a Taiwanese Family Conflict

Wang¹

2019

Law Soc Rev

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“…One manifestation of hostile intent is when children expect to be rejected by others, and when children have this expectation, they tend to behave in more aggressive and hostile ways (Downey, Lebolt, Rincón, & Freitas, 1998). Hostile intent also can be operationalized as the victim interpreting the perpetrator’s intent as being disrespectful (Cohen, Hsueh, Zhou, Hancock, & Floyd, 2006; Stewart, Schreck, & Simons, 2006). Finally, emotional reactions to the situation influence how children interpret situational cues (Lemerise & Arsenio, 2000).…”

Section: The Sip Model and Aggressionmentioning

confidence: 99%

Development and validation of the social information processing application: A Web-based measure of social information processing patterns in elementary school-age boys.

Kupersmidt¹,

Stelter²,

Dodge³

2011

Psychological Assessment

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The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys’ antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys.

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“…Research has already shown that being respected is related to various aspects of children's peer relations across multiple levels. For example, being respected by others and showing respect to others are at the interactional level of social competence, which influence, and are influenced by, other levels, (i.e., individual, relationships, and group; Cohen, Hsueh, Zhou, Hancock, & Floyd, ; Hsueh et al, ; Kuryluk, Cohen, & Audley‐Piotrowski, ). Literature across disciplines supports the finding that being respected by peers is positively related to peer social competence at the individual (Huo & Binning, ), interactional (Langdon & Preble, ), relationship (Hsueh et al, 2005), and group levels (Cohen et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…For example, being respected by others and showing respect to others are at the interactional level of social competence, which influence, and are influenced by, other levels, (i.e., individual, relationships, and group; Cohen, Hsueh, Zhou, Hancock, & Floyd, ; Hsueh et al, ; Kuryluk, Cohen, & Audley‐Piotrowski, ). Literature across disciplines supports the finding that being respected by peers is positively related to peer social competence at the individual (Huo & Binning, ), interactional (Langdon & Preble, ), relationship (Hsueh et al, 2005), and group levels (Cohen et al, ). At the individual level, self‐evaluations of being respected positively predict self‐esteem and self‐evaluations of group belonging (Huo, Binning, & Molina, ; Simon & Sturmer, ).…”

Section: Introductionmentioning

confidence: 99%

I’m respectful. Why don’t they like me? Evaluator and gender effects of showing respect and children’s social competence

2019

Self Cite

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Despite extensive research on the importance of conceptualizing respect, little is known about how respect recipients and peer onlookers evaluate showing respect. Few studies have examined how such evaluations affect children's peer relations across four levels of social complexity (individual, interactions, relationships, and group), and few have assessed how gender influences the evaluations of showing respect to peers on peer social competence. This study used multi‐group structural equation modeling (MSEM) to examine how (a) cross‐evaluators’ views on showing respect mediated the relation between multiple measures of social complexity and children's social competence and (b) whether gender moderated the above relations. Two hundred and sixteen participants were chosen from third to sixth graders (111 girls; Mage =10.30). They completed self‐reports of social competence and showing respect, and peer reports of classmates’ showing respect, overt aggression, physical victimization, mutual friends, and social competence. Self‐evaluations of showing respect were negatively related to group‐level social competence. Peer evaluations of showing respect mediated the association between peer relations (specifically, number of mutual friends and overt aggression) and individual‐level and group‐level social competence. Gender moderated three paths in the model, namely links between overt aggression and (a) peer evaluations for showing respect; (b) group‐level social competence; and (c) individual‐level social competence. Negative associations were stronger for girls than for boys. The research findings suggest that gender norms shape the complex relations between children's showing respect and social competence, and an understanding of these relations must take into account differences in evaluations made by children and their peers.

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Respect, liking, and peer social competence in China and the United States

Cited by 12 publications

References 24 publications

Justice, Emotion, and Belonging: Legal Consciousness in a Taiwanese Family Conflict

Justice, Emotion, and Belonging: Legal Consciousness in a Taiwanese Family Conflict

Development and validation of the social information processing application: A Web-based measure of social information processing patterns in elementary school-age boys.

I’m respectful. Why don’t they like me? Evaluator and gender effects of showing respect and children’s social competence

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