Bobba Beatrice, Branje Susan, Crocetti Elisabetta
Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy.
Department of Youth and Family, Utrecht University, Utrecht, The Netherlands.
Child Dev. 2024 Sep-Oct;95(5):1522-1538. doi: 10.1111/cdev.14087. Epub 2024 Mar 8.
The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; M = 15.61 years), their parents (n = 603, n = 471; M = 49.51 years), and classmates between January/February 2022 and January/February 2023. Cross-lagged panel models highlighted that parents and classmates exert unique and relative influences on different dimensions of adolescents' prejudice. Additionally, different interaction effects also emerged for affective (i.e., adverse compensatory effect) and cognitive (i.e., amplifying effect) prejudice. Thus, adolescents draw from the multiple contexts of development to orient themselves in the social world.
家庭和课堂是可能导致种族偏见社会化的重要环境。然而，对于它们在影响青少年情感和认知偏见方面的独特、相对和协同作用，我们知之甚少。当前的纵向研究在688名意大利青少年（49.13%为女孩；平均年龄15.61岁）、他们的父母（n = 603，n = 471；平均年龄49.51岁）以及同学中，于2022年1月/2月至2023年1月/2月期间对这些过程及可能的调节因素进行了研究。交叉滞后面板模型强调，父母和同学对青少年偏见的不同维度施加独特和相对的影响。此外，情感偏见（即不良补偿效应）和认知偏见（即放大效应）也出现了不同的交互作用。因此，青少年从多个发展环境中汲取经验，以在社会世界中找准自己的方向。
