Children's Differentiation between Ingratiation and Self-Promotion

Autor/inn/en	Watling, Dawn; Banerjee, Robin
Titel	Children's Differentiation between Ingratiation and Self-Promotion
Quelle	In: Social Development, 16 (2007) 4, S.758-776 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00406.x
Schlagwörter	Audiences; Peer Relationship; Social Cognition; Older Adults; Social Development; Gender Differences; Self Concept; Communication Strategies; Children + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Peer-Beziehungen; Soziale Kognition; Älterer Erwachsener; Soziale Entwicklung; Geschlechterkonflikt; Selbstkonzept; Kommunikationsstrategie; Child; Kind; Kinder
Abstract	Previous research has demonstrated that 10-year-olds can provide interpersonal explanations for certain self-presentational tactics, but detailed information about the development of their understanding of these tactics is lacking. This research investigated children's understanding of the processes involved in ingratiation (used to indicate likeability) and self-promotion (used to indicate competence). In the first study, with a sample of 60 children aged six to 11 years, children saw ingratiation as leading to more positive social evaluation than self-promotion, which was seen as having a more concrete, instrumental function. Additionally, children's differentiation between ingratiation and self-promotion was correlated with their level of peer preference, as determined through sociometric nominations, particularly for boys. In a second study, with a sample of 63 children aged six to 11 years, it was found that audience type (peer vs. adult) was related to children's understanding of the self-presentational tactics: children offered more social evaluation justifications for a self-promotion tactic when the audience was a peer rather than an adult. Results are discussed with reference to emerging insights into the links between peer relations and social cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10