T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
Institute for Child Development and Family Relations, California State University, San Bernardino.
Dev Psychol. 2021 Sep;57(9):1510-1524. doi: 10.1037/dev0001065.
We examined the development of children's positive and negative attitudes toward other-gender peers over 1 year, and explored the longitudinal social consequences of holding positive or negative attitudes on the beholder of these attitudes. Participants were 206 second graders (Mage = 7.18 yrs, SD = .56, 50% girls) and 206 fourth graders (Mage = 9.10 yrs, SD = .66, 44.2% girls) from diverse ethnic racial backgrounds (54.6% White; 17.2% Latinx, 4.4% Black, 5.3% Asian, 2.9% Native American, .7% Pacific Islander, 13.1% other) with average household income ranged from $51,000 to $75,000, and they were assessed in 2 consecutive years. Developmental change was assessed using latent change score analysis, which showed that positive other-gender attitudes increased over time (for boys) whereas negative other-gender attitudes decreased for everyone. Path analyses showed that both positive and negative other-gender attitudes predicted children's perceptions of stressful other-gender interactions and their inclusion expectancies by other-gender peers longitudinally, controlling for same-gender attitudes. We also examined the extent to which the predicted relation between attitudes and inclusion expectancies was mediated by children's perceptions of stressful experiences with other-gender peers. We found that the extent of mediation varied by the type of attitudes and by children's age. Overall, findings contributed to the understanding of the development of children's other-gender attitudes, and underscored the consequences of these attitudes for the beholder of attitudes. This work also sheds light on the discussion of intervention strategies aimed at improving children's gender-based intergroup relations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
我们研究了儿童对异性同伴的积极和消极态度在 1 年内的发展，并探讨了对这些态度的持有着持有积极或消极态度的纵向社会后果。参与者为 206 名二年级学生（Mage = 7.18 岁，SD =.56，50%为女孩）和 206 名四年级学生（Mage = 9.10 岁，SD =.66，44.2%为女孩），他们来自不同种族背景（54.6%为白人；17.2%为拉丁裔，4.4%为黑人，5.3%为亚裔，2.9%为原住民，.7%为太平洋岛民，13.1%为其他族裔），家庭收入中位数在 51,000 美元至 75,000 美元之间，他们在连续两年内接受评估。发展变化使用潜在变化分数分析进行评估，结果表明，积极的异性态度随着时间的推移而增加（对于男孩），而每个人的异性消极态度都有所下降。路径分析表明，积极和消极的异性态度都可以预测儿童对异性同伴的压力性互动的看法以及他们对异性同伴的包容期望，这是通过控制同性态度来实现的。我们还检查了态度和包容期望之间的预测关系在多大程度上受到儿童对异性同伴压力体验的看法的中介作用。我们发现，中介作用的程度因态度的类型和儿童的年龄而异。总体而言，这些发现有助于理解儿童异性态度的发展，并强调了这些态度对态度的持有着的后果。这项工作还为讨论旨在改善儿童基于性别的群体间关系的干预策略提供了参考。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
