Alle Publikationen
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2017
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(2017): When is it appropriate to reprimand a norm violation? The roles of anger, behavioral consequences, violation severity, and social distance.. In: Judgment and Decision Making 12 (4), S. 396-407
Abstract: Experiments on economic games typically fail to find positive reputational effects of using peer punishment of selfish behavior in social dilemmas. Theorists had expected positive reputational effects because of the potentially beneficial consequences that punishment may have on norm violators’ behavior. Going beyond the game-theoretic paradigm, we used vignettes to study how various social factors influence approval ratings of a peer who reprimands a violator of a group-beneficial norm. We found that ratings declined when punishers showed anger, and this effect was mediated by perceived aggressiveness. Thus the same emotions that motivate peer punishers may make them come across as aggressive, to the detriment of their reputation. However, the negative effect of showing anger disappeared when the norm violation was sufficiently severe. Ratings of punishers were also influenced by social distance, such that it is less appropriate for a stranger than a friend to reprimand a violator. In sum, peer punisher ratings were very high for a friend reprimanding a severe norm violation, but particularly poor for a stranger showing anger at a mild norm violation. We found no effect on ratings of whether the reprimand had the beneficial consequence of changing the violator’s behavior. Our findings provide insight into how peer punishers can avoid negative reputational effects. They also point to the importance of going beyond economic games when studying peer punishment. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 1
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(2017): Beyond the positive reinforcement of aggression. In: International Journal of Behavioral Development 42 (1), S. 73-82. DOI: 10.1177/0165025416671613
Abstract: Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers’ acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 1
2014
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(2014) : Sexism in Schools In: Liben, Lynn S.: The role of gender in educational contexts and outcomes, 47: 1. ed.: Amsterdam [u.a.]: Elsevier, Acad. Press (Advances in Child Development and Behavior), S. 189-223
Abstract: Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools.
2011
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(2011): Does the measurement of peer deviance change the relationship between self-control and deviant behavior?. An analysis of friendship pairs. In: Journal of Criminal Justice 39 (6), S. 521-530. DOI: 10.1016/j.jcrimjus.2011.10.001
Abstract: Purpose: The measurement debate between social learning and self-control theories has predominantly focused on self-control, leaving an unexplored and equally important measurement controversy concerning the operationalization of the peer delinquency construct. This study addresses how self-control's relationship with deviant and criminal behavior changes when peer deviance is statistically controlled for using an indirect, perceptual measure or a self-report directly from a peer. Methods: Data from 796 friendship pairs are used to estimate a series of regression models that regress respondent deviance onto indirect and direct peer deviance and attitudinal and behavioral self-control measures while controlling for elements of the social bond and demographic characteristics. Results: When an indirect measure of peer delinquency is replaced with a direct measure from respondents’ friends, the relationships between self-control—attitudinal and behavioral measures—and deviance and criminal behavior are consistently larger. The use of a direct peer deviance measure does not prove the peer deviance-crime relationship spurious, but does substantially weaken the relationship between self-control and deviance and criminal behavior. Conclusions: The strength of the relationship between self-control and deviant/criminal behavior is contingent on how peer deviance is operationalized, regardless of how self-control is measured (attitudinally or behaviorally). (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 28
2008
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(2008) : Socialization In: Haith, Marshall M.: Encyclopedia of infant and early childhood development: Amsterdam: Elsevier Acad. Press, S. 224-235
Abstract: Socialization is the process by which infants and children acquire the standards, skills, motives, attitudes, and behaviors that are appropriate for a particular society and culture. Currently, ecological systems theory is the central framework for understanding socialization. According to this perspective, many agents play a role in the socialization process including families, peers, media, neighborhoods, schools, and religious institutions. Within families, various subsystems are recognized, including the parent–child dyad, the co-parenting, marital, and sibling subsystems as well as the family unit itself. Families, in turn, are embedded in a variety of extrafamilial socialization systems (e.g., peers and schools) and they operate together with families rather than independently. A variety of factors such as child characteristics including genetic differences, personal parental resources, contextual factors, and ethnicity modify the operation of these socialization influences.
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