Chang Heesun, Kim Hohyun
Department of Early Childhood Education, Hyejeon College, Hongseong-gun 32244, Republic of Korea.
Department of Early Childhood Education, Gwangju University, Gwangju 61743, Republic of Korea.
Behav Sci (Basel). 2025 Jun 1;15(6):758. doi: 10.3390/bs15060758.
This study determined the effects of message framing on helping behavior as a function of age in preschool and early school-age children. After validating the instrument used in a preliminary study, the researchers conducted a repeated-measures ANOVA of the responses of 90 children aged 5, 6, and 7 years. The results showed that, first, perceived importance and behavioral intention to help tended to increase with age. The results revealed significant differences in both variables depending on the self-relevance of issues and framing type. Second, when issue relevance was high, helping behavior was perceived as more important regardless of framing type, but when issue relevance was low, gain and loss frames were effective. Third, an interaction effect between age, issue relevance, and framing type was identified. While no differences in framing type were found for high-relevance issues, framing effects differed by age for low-relevance issues: loss and gain frames were more effective for younger (5 years) and older children (6 and 7 years), respectively, in promoting behavioral intentions. This study suggests that the effectiveness of message framing depends on the child's age and issue relevance, which has implications for the development of effective persuasive message delivery strategies for promoting helping behavior among children.
本研究确定了信息框架对学前和学龄儿童早期帮助行为的影响，并将其作为年龄的函数进行研究。在对初步研究中使用的工具进行验证后，研究人员对90名5岁、6岁和7岁儿童的回答进行了重复测量方差分析。结果表明，首先，感知到的帮助重要性和帮助行为意图往往随着年龄的增长而增加。结果显示，这两个变量在问题的自我相关性和框架类型方面存在显著差异。其次，当问题相关性较高时，无论框架类型如何，帮助行为都被认为更重要，但当问题相关性较低时，收益框架和损失框架是有效的。第三，确定了年龄、问题相关性和框架类型之间的交互作用。对于高相关性问题，未发现框架类型存在差异，但对于低相关性问题，框架效应因年龄而异：损失框架和收益框架分别对较年幼的儿童（5岁）和较大的儿童（6岁和7岁）在促进行为意图方面更有效。本研究表明，信息框架的有效性取决于儿童的年龄和问题相关性，这对制定有效的说服性信息传递策略以促进儿童的帮助行为具有启示意义。
