Who’s more generous than me? Children’s self-evaluation of their prosociality in normative social comparisons

Levy, Bar; Sabato, Hagit; Bereby‐Meyer, Yoella; Kogut, Tehila

doi:10.1016/j.jecp.2020.104996

Cited by 8 publications

(16 citation statements)

References 72 publications

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“…Accordingly, ratings of difficulty in this age group predicted respective evaluations in the same directions as the older children. This finding is different from the pattern found by Levy et al (2021) where the younger children's difficulty perceptions were not significantly related to their levels of BTA or WTA. light on these issues.…”

Section: Difficulty Perceptions and Levels Of Bta (Wta)-h3contrasting

confidence: 99%

“…This is because sensitivity to specific information about others was found to increase with age (Kogut et al, 2016). Finally, in line with the results of Levy et al (2021), among the older children (third-and sixth-graders, but not among the younger group), levels of BTA were expected to be affected by the perceived difficulty to share-such that higher perceptions of the child's own difficulty would reduce the effect, while perceived greater difficulty for others to share would magnify it (H3).…”

Section: The Present Studysupporting

confidence: 85%

“…The study was confirmatory in nature, and all the analyses conducted (although not pre-registered) were planned in advance and featured in the first author's Ph.D. research thesis proposal. We hypothesized that the first-graders would exhibit the WTA effect when comparing themselves with others, because sharing is more difficult for younger children (Kogut, 2012), while the older children would exhibit the BTA effect, as found in previous research (Levy et al, 2021;H1). More importantly for the purposes of the present research, we expected third-and sixth-graders to exhibit a stronger BTA effect in the Abstract Other condition, and an attenuated effect in the Concrete Other condition.…”

Section: The Present Studymentioning

confidence: 89%

“…In a study by Levy et al (2021), children considered the average Other at an abstract level, with no actual average target of comparison. Other studies (conducted with adult participants) have found that the presence of an actual target of comparison (such as another participant in the room) results in greater similarity in their assessments of themselves and of others, even when no further information is provided about the other person (e.g., Hsee & Weber, 1997).…”

Section: The Concreteness Of the Target Of Comparisonmentioning

confidence: 99%

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Children's self‐evaluation of their prosociality when comparing themselves with a specific versus abstract other

Levy‐Friedman,

Kogut

2023

Child Development

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This study examines the development of children's self‐assessment of their prosociality in normative social comparisons with an average peer, who was either a concrete individual, or an abstract one, at a school of average socioeconomic level in south Israel (N = 148, Age 6–12 years, 51% females; June 2021). Results show that older children exhibited the better‐than‐average (BTA) effect by perceiving themselves as more generous than their average peer. Conversely, younger children exhibited a worse‐than‐average effect, in that they assumed that their peers would act more generously than themselves (). Only the older children (aged 8 years onward) were significantly affected by the concreteness of the target of comparison by exhibiting the BTA effect only when the average peer was abstract (not concrete).

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Section: Difficulty Perceptions and Levels Of Bta (Wta)-h3contrasting

confidence: 99%

Section: The Present Studysupporting

confidence: 85%

Section: The Present Studymentioning

confidence: 89%

Section: The Concreteness Of the Target Of Comparisonmentioning

confidence: 99%

See 2 more Smart Citations

Children's self‐evaluation of their prosociality when comparing themselves with a specific versus abstract other

Levy‐Friedman,

Kogut

2023

Child Development

Self Cite

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“…Although this finding is consistent with literatures on perceived injunctive norms (Cialdini et al, 1991), that this association held only for self-reported defending suggests that the effect may have had less to do with actual behavioral engagement in defending and more to do with children’s understanding of what they believe they should do when witnessing bullying. Consistent with this explanation, recent evidence suggests that older children overestimate their own helpfulness (Levy et al, 2021).…”

Section: Discussionmentioning

confidence: 74%

Does social withdrawal inhibit defending bullied peers and do perceived injunctive norms mitigate those effects?

Crumly¹,

Thomas²,

McWood³

et al. 2022

Developmental Psychology

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Although a number of social-cognitive and contextual correlates of defending against bullying have been identified, research on the personality traits associated with defending have yielded weak and inconsistent results. The current study provided a novel examination as to whether a tendency toward social withdrawal is associated with less frequent defending and whether perceived injunctive norms for defending and aggression minimize the impact of social withdrawal on defending behaviors. A sample of 1,564 children (760 girls; M age = 10.05; 55.0% White; 36.1% Black) were followed in the fall, winter, and spring of a school year. Defending was measured with self-reports and peer-reports. Social withdrawal was measured using teacher-reports. Perceived injunctive norms were estimated by calculating within-person correlations between participants' ratings of peers' popularity and defending and between peers' popularity and aggression. Results revealed that social withdrawal was associated with less peer-reported defending in the fall, and this effect was sustained over the school year. For boys, lower levels of social withdrawal in the fall were associated with less peer-reported defending when they viewed popular peers as unlikely to defend. A temporary (i.e., fall) association was found between viewing defenders as popular and self-reported defending, and children became less likely to self-report defending over the school year if they viewed popular children as aggressive. These findings underscore the need to examine how temperamental traits and perceived contextual norms cocontribute to bystanders' behavior when witnessing bullying.

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Impact of decision‐making autonomy and social distance on young Chinese children's sharing behaviour

Zhang,

Yang,

Long

et al. 2024

Infant and Child Development

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This research explores how decision‐making autonomy and social distance impact young children's sharing behaviour. In Study 1, findings from 159 Chinese children (total N = 159, 72 boys, aged 3–6 years) revealed that children aged 5–6 exhibited significantly more sharing behaviours in the controlled condition, however 3–4 years‐olds showed no variance between the two conditions, indicating that the impact of decision‐making autonomy on sharing behaviour surfaces around the age of 5–6 years. Study 2 examined the effects of social distance and decision‐making autonomy on sharing behaviours among Chinese children aged 5–6 years (total N = 57, 29 boys). Results showed that irrespective of the decision‐making condition, children in this age group exhibited a greater tendency to share with close friends. Furthermore, the controlled condition intensified this effect. These findings suggest that the perceived sense of autonomy among Chinese children aged 5–6 when deciding to share may not be as stable as expected, with social distance playing a pivotal role in guiding their sharing decisions. This study enhances our comprehension of how decision‐making autonomy and social factors shape young children's prosocial behaviour, underscoring the significant role of social context in influencing sharing behaviours during childhood development.

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Who’s more generous than me? Children’s self-evaluation of their prosociality in normative social comparisons

Cited by 8 publications

References 72 publications

Children's self‐evaluation of their prosociality when comparing themselves with a specific versus abstract other

Children's self‐evaluation of their prosociality when comparing themselves with a specific versus abstract other

Does social withdrawal inhibit defending bullied peers and do perceived injunctive norms mitigate those effects?

Impact of decision‐making autonomy and social distance on young Chinese children's sharing behaviour

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