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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Being Helpful to Other-Gender Peers: School-Age Children's Gender-Based Intergroup Prosocial Behavior
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- Author(s): Xiao, Sonya Xinyue (ORCID
Xiao, Sonya Xinyue (ORCID 0000-0001-7284-1536 ); Martin, Carol Lynn (ORCIDMartin, Carol Lynn (ORCID 0000-0003-0666-023X ); Spinrad, Tracy L.; Eisenberg, Nancy; DeLay, Dawn; Hanish, Laura D.; Fabes, Richard A.; Oswalt, Krista- Language:
English- Source:
Grantee Submission. 2022.- Publication Date:
2022- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 36
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305A180028
- Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Early Childhood Education
Grade 3
Primary Education - Subject Terms:
- Accession Number: 10.1111/bjdp.12426
- Abstract: Promoting prosocial behavior toward those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goal in the present research was to better understand the extent to which elementary-school age children consider their own and the recipient's gender in prosocial behavior. Participants included 515 3rd, 4th, and 5th graders (263, 51.1% boys, M[subscript ageinyears] = 9.08, SD = 1.00) surveyed in the fall (T1) and spring (T2). We assessed children's prosociality using peer nominations. We found that gender mattered: children showed an ingroup bias in prosociality favoring members of their own gender group. Having other-gender friendships positively predicted children's prosocial behavior toward other-gender peers. Children's felt similarity to other-gender peers was not directly, but indirectly, related to their prosocial behavior toward other-gender peers. Findings shed light on potential pathways to fostering school-age children's gender-based prosociality. [This paper was published in "British Journal of Developmental Psychology."]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2023
- Accession Number: ED628261
- Peer Reviewed:
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