Social Groups and Children's Intergroup Attitudes: Can School Norms Moderate the Effects of Social Group Norms?

Autor/inn/en	Nesdale, Drew; Lawson, Michael J.
Titel	Social Groups and Children's Intergroup Attitudes: Can School Norms Moderate the Effects of Social Group Norms?
Quelle	In: Child Development, 82 (2011) 5, S.1594-1606 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01637.x
Schlagwörter	Intergroup Relations; Peer Groups; Behavior Standards; Social Behavior; Aggression; Student Attitudes; Inclusion; Peer Acceptance; Rejection (Psychology) + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Gleichaltrigengruppe; Peer Group; Social behaviour; Soziales Verhalten; Schülerverhalten; Inklusion; Ablehnung
Abstract	The effects of social group norms (inclusion vs. exclusion vs. exclusion-plus-relational aggression) and school norms (inclusion vs. no norm) on 7- and 10-year-old children's intergroup attitudes were examined. Children (n = 383) were randomly assigned to a group with an inclusion or exclusion norm, and to 1 of the school norm conditions. Findings indicated that children's out-group attitudes reflected their group's norm but, with increasing age, they liked their in-group less, and the out-group more, if the group had an exclusion norm. The school inclusion norm instigated more positive attitudes toward out-group members, but it did not moderate or extinguish contrary group norms. The use of school norms to counteract the effects of children's social group norms is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10