Social identity,peer group rejection,and young children's reactive,displaced, and proactive aggression

The effects of peer group rejection on 7‐ and 9‐year‐old children's (N= 192) reactive, displaced, and proactive aggression were examined in a group simulation study. Children were assigned membership in a pretend social group for a drawing competition and were then rejected or accepted by their group. Their direct and indirect aggressive intentions towards either the ingroup or outgroup were assessed. Analysis of their aggressive intentions revealed enhanced indirect aggression but less direct aggression. Peer group rejection, in comparison with acceptance, instigated reactive aggression towards the ingroup, and displaced reactive aggression towards the outgroup. Accepted children displayed proactive aggression towards the outgroup but not the ingroup. The implications of the findings for peer group rejection and aggression research are discussed.     

Social group norms,school norms,and children's aggressive intentions

This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children (n=384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group members, and that the school either had a norm of inclusion, or no such norm. Findings indicated that group norms influenced the participants' direct and indirect aggressive intentions, but that the school norm moderated the group norm effect, with the school's norm effect tending to be greater for indirect vs. direct aggression, males vs. females, and younger vs. older participants. Discussion focused on how school norms can be developed, endorsed, and presented so that they have their most lasting effect on children. Aggr. Behav. 36:195–204, 2010. © 2010 Wiley‐Liss, Inc.     

The development of bystander intentions and social–moral reasoning about intergroup verbal aggression

A developmental intergroup approach was taken to examine the development of prosocial bystander intentions among children and adolescents. Participants as bystanders (N = 260) aged 8–10 and 13–15 years were presented with scenarios of direct aggression between individuals from different social groups (i.e., intergroup verbal aggression). These situations involved either an ingroup aggressor and an outgroup victim or an outgroup aggressor and an ingroup victim. This study focussed on the role of intergroup factors (group membership, ingroup identification, group norms, and social–moral reasoning) in the development of prosocial bystander intentions. Findings showed that prosocial bystander intentions declined with age. This effect was partially mediated by the ingroup norm to intervene and perceived severity of the verbal aggression. However, a moderated mediation analysis showed that only when the victim was an ingroup member and the aggressor an outgroup member did participants become more likely with age to report prosocial bystander intentions due to increased ingroup identification. Results also showed that younger children focussed on moral concerns and adolescents focussed more on psychological concerns when reasoning about their bystander intention. These novel findings help explain the developmental decline in prosocial bystander intentions from middle childhood into early adolescence when observing direct intergroup aggression.     

Empathy, group norms and children's ethnic attitudes

Two minimal group studies (Ns = 150, 123) examined the impact of emotional empathy on the ethnic attitudes of 5 to 12-year old white Anglo-Australian children. Study 1 evaluated the relationship between empathy and attitudes towards a same (Anglo-Australian) versus different ethnicity (Pacific Islander) outgroup. A significant empathy × outgroup ethnicity interaction revealed that empathy was unrelated to the children's liking for the same ethnicity outgroup, but that liking for the different ethnicity outgroup increased as empathy increased. Study 2 examined the influence of empathy on attitudes towards the different ethnicity outgroup when the ingroup had a norm of inclusion versus exclusion. A significant empathy × group norm interaction revealed that empathy was unrelated to liking when the ingroup had a norm of exclusion, but that liking for the different ethnicity outgroup increased when the ingroup had a norm of inclusion. Implications of the findings for promoting children's positive attitudes to ethnic minority groups are discussed.     

Children's social groups and intergroup prejudice: Assessing the influence and inhibition of social group norms

A simulation group study examined whether the effects of group norms on 7‐ and 9‐year‐old children's intergroup attitudes can be moderated by a contrary school norm. Children learnt that their school had an inclusion norm, were assigned to a group with an outgroup inclusion or exclusion norm, and indicated their ingroup and outgroup attitudes under teacher surveillance or not. Results revealed reduced outgroup liking when the group had an exclusion norm, but that the effect was moderated when the school had an inclusion norm, especially among the older children. The participants’ ingroup liking was also reduced, but teacher surveillance had no effect on attitudes. The findings are discussed in relation to possible strategies to moderate social group norm effects.     

From empathy to action: Can enhancing host‐society children's empathy promote positive attitudes and prosocial behaviour toward refugees?

Over half of refugees are school‐aged children. In host communities, children's attitudes and behaviours are important for the integration of refugee children. This study examines the empathy–attitudes–action model in middle childhood (N = 94, 8 to 11 years old). In both the experimental and control conditions, children were introduced to a (fictional) refugee and told that he or she would be moving to their school. The experimental condition also listened to a storybook about the child's refugee experience. Empathy, outgroup attitudes, and prosocial behaviour toward the incoming child, and refugees as a group, were measured. Although mediation was not supported, the storybook condition reported more empathy and helping intentions, and attitudes predicted helping intentions but not giving to refugees. Results highlight how host‐society children can welcome refugees.     

Normative beliefs supporting aggression of Arab children in an intergroup conflict

Based on the social knowledge theory (Heusmann), this study investigated normative beliefs supporting aggression (NOBAG), empathy, and intergroup anxiety of Arab children in Israel. The study proposed that ethnicity of the target person (within subject variable) and participant's sex (between subject variable) will differ between respondents' level of NOBAG and empathy: Higher NOBAG and lower empathy toward an outgroup member were expected. Sex differences were expected on all variables, as well as intercorrelations among them. Measures included the Revised Normative Beliefs Measure (NOBAG: general and specific), The Index of Empathy for Children and Adolescents (general and specific), and the Intergroup Anxiety Scale. The study population included 186 elementary‐school children from two Arab schools in Israel. Results indicated that all participants support an aggressive reaction to a child of an outgroup more than to one of their own group and exhibit a greater degree of empathy toward the latter. Sex differences were found on all variables except on specific NOBAG. Correlation coefficients suggest sex differences in relations between variables. Results of a Logistic regression for the prediction of NOBAG toward ingroup/outgroup person indicated that empathy toward Jews predicted NOBAG in both sexes while intergroup anxiety predicted NOBAG in a different way for boys and girls. The discussion refers to the need for peace education to reduce anxiety and promote empathy. Aggr. Behav. 00:000–000, 2005. © 2005 Wiley‐Liss, Inc.     

Increasing self‐esteem and empathy to prevent violent radicalization: a longitudinal quantitative evaluation of a resilience training focused on adolescents with a dual identity

Quantitative results are reported of a longitudinal evaluation of a resilience training as a possible method to prevent violent radicalization (Diamant; SIPI, 2010). A total of 46 male and female Muslim adolescents and young adults with a migrant background participated. Results show that the training significantly increased participants' reports of agency and a marginal increase was found in reported self‐esteem, empathy and perspective taking but also narcissism. Attitudes toward ideology‐based violence and own violent intentions were significantly lower after the training than before. Higher reports of empathy were related to less positive attitudes toward ideology‐based violence. These results suggest that an intervention aimed at empowering individuals in combination with strengthening empathy is successful in countering violent radicalization.     

Children's prosocial behavioural intentions towards outgroup members

When will children decide to help outgroup peers? We examined how intergroup competition, social perspective taking (SPT), and empathy influence children's (5–10 years, N = 287) prosocial intentions towards outgroup members. Study 1 showed that, in a minimal group situation, prosociality was lower in an intergroup competitive than in a non‐competitive or interpersonal context. Study 2 revealed that, in a real groups situation involving intergroup competition, prosociality was associated with higher empathy and lower competitive motivation. In a subsequent non‐competitive context, there were age differences in the impact of SPT and competitive motivation. With age, relationships strengthened between SPT and prosociality (positively) and between competitiveness and prosociality (negatively). Among older children, there was a carry‐over effect whereby feelings of intergroup competitiveness aroused by the intergroup competitive context suppressed outgroup prosociality in the following non‐competitive context. Theoretical and practical implications for improving children's intergroup relationships are discussed.     

Intergroup helping during the coronavirus crisis: Effects of group identification,ingroup blame and third party outgroup blame

Two studies tested predictors of helping across national boundaries. British participants reported blame attributions for the coronavirus crisis, either to the British government (ingroup blame), or to the Chinese government (third party outgroup blame), and it was tested whether this was associated with intentions to donate money to help outgroup members suffering from effects of the coronavirus crisis in the world's poorer countries. It was hypothesized that strength of identification with the national ingroup would be negatively associated with blame attributions to the ingroup, and that it would be positively associated with blame attributions to a third party outgroup. Blame attributions were predicted in turn to be related to outgroup helping, with ingroup blame being positively associated with helping intentions, and third party outgroup blame being negatively associated with helping intentions. Support for these predictions were found in one exploratory (N = 100) and one confirmatory (N = 250) study.     

Keeping it in‐house: how audience affects responses to group criticism

It is often assumed that group‐directed criticism is best kept ‘in‐house’, but the effects of audience on responses to criticism have not been directly examined. Consistent with predictions, ingroup members who criticized the group to an outgroup audience were seen to be making a less appropriate choice of audience (Experiments 2 and 3), aroused more negative feelings (Experiment 1), were downgraded more strongly on personality traits (Experiment 2), and were seen to be doing more damage to the group (Experiment 2) than were ingroup members who kept their criticisms in‐house. Experiment 3 showed that, whereas moderate identifiers agreed with the comments less and showed weaker friendly intentions toward the critic when an outgroup audience as compared to an ingroup audience was chosen, high identifiers agreed with the criticisms just as strongly—and showed more friendly intentions toward the critic—when they were made to an outgroup as compared to an ingroup audience. Results are discussed in light of the broader literature on identity threat. Copyright © 2005 John Wiley & Sons, Ltd.     

Receptivity to dating and marriage across the religious divide in Northern Ireland: The role of intergroup contact

Intergroup contact has long been recognized as an important factor in promoting positive intergroup attitudes. However, in operationalizing intergroup attitudes, previous studies have rarely investigated attitudes toward one of the most intimate forms of contact, romantic relationships. In this study (N = 176), we expand the intergroup contact literature to examine the association between intergroup contact and, arguably, a litmus test of intergroup attitudes: receptivity to intergroup romance. We do so in Northern Ireland, a context that is historically and presently characterized by sectarian division and tension between Catholics and Protestants. Our findings reveal that intergroup contact is positively associated with receptivity to both dating and marrying an outgroup member. These associations are mediated by ingroup norms toward outgroup romances. General outgroup attitudes were also found to be positively associated with contact but, in contrast to romantic attitudes, this association was shown, for the first time, to be simultaneously mediated by ingroup norms, anxiety, empathy, and trust. In addition, strength of ingroup identification played a moderating role, with a stronger positive relationship between contact and both romantic and general outgroup attitudes among higher identifiers. The findings highlight the importance of examining attitudes toward intergroup romantic relationships, as well as understanding the different mediating and moderating mechanisms which may account for how contact influences general attitudes and romantic attitudes. In the wake of the UK vote to leave the European Union, they also serve as an important reminder of how intergroup contact can be effective in promoting peace in Northern Ireland.     

Improving Intergroup Relations with Extended Contact among Young Children: Mediation by Intergroup Empathy and Moderation by Direct Intergroup Contact

A correlational study investigated extended contact as a strategy to improve outgroup attitudes and stereotyping and to prepare children for future contact. Additional aims were to investigate when and why the effects of extended contact occur. In particular, intergroup empathy was tested as a mediator and direct contact (i.e. cross‐group friendship) as a moderator of extended contact. Participants were Italian and immigrant elementary school children. Results showed that extended contact was associated with improved intergroup empathy, which, in turn, was associated with more positive outgroup attitudes, stereotypes and behavioural intentions. These effects were significant only among participants with a low or moderate level of direct contact. The theoretical and practical implications of findings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

Effects of peer group rejection and a new group's norms on children's intergroup attitudes

This study examined the effects of peer group rejection and a new group's norms on 7‐ and 9‐year old children's intergroup attitudes. Children (N =82) were rejected or accepted by an initial group, then accepted by a new group that had a norm of inclusion versus exclusion towards others. Results showed that rejected compared with accepted children had a more negative attitude towards the initial group, that they were equally positive towards their new group, but that the rejected children were more negative towards an outgroup. Results also revealed an age × target group × group norm effect that indicated that the younger children's attitudes towards the three groups were more negative in the exclusion versus acceptance norm condition. The older children were also more negative towards the initial and new groups in the exclusion condition, but their more positive attitudes towards the outgroup were unaffected by the group norms. The bases of the effects of peer group rejection and group norms are discussed.     

A social identity approach to explaining children's aggressive intentions

This study explored the effects of group norms, intra-group position, and age on the direct and indirect aggressive intentions of 247 children (aged 5.50 to 11.83 years). Participants were assigned to a team, with team norms (aggression vs. helping) and the child's position within the team (prototypical vs. peripheral–prototypical vs. peripheral) manipulated. Results showed that children in the aggressive norm condition reported greater aggressive intentions than those in the helping norm condition, although, when age was considered, this effect remained evident for younger, but not older, children. Similarly, intra-group position influenced the aggressive intentions of younger children only. For these children, when group norms supported aggression, prototypical members and peripheral members who anticipated a future prototypical position reported greater aggressive intentions than peripheral members who were given no information about their future position. The implications of these findings for understanding childhood aggression, and for intervention, are discussed.     

Evaluations of relational aggression as a function of relationship type and conflict setting

The present study examined influences on girls' evaluations of relational aggression situations. Second‐, third‐, fifth‐, and sixth‐grade girls evaluated four relational aggression conflict scenarios in terms of attributions of aggressor's intentions, evaluator's behavioral response, evaluator's affective state, and how likely the situation was to actually occur. Girls evaluated intentions of a best friend more positively, reported being more mad at an enemy, and perceived conflict to be more likely to occur with an enemy than a best friend. Aggressor intentions in direct conflict scenarios (aggressor said something mean to evaluator) were perceived as more negative than aggressor intentions in indirect conflict scenarios (aggressor said something mean about evaluator to another peer). Younger girls reported intentions of their enemy as being more positive than did older girls. Further, older girls reported intentions of their best friend as being more positive than intentions of their enemy. Older girls also were more accurate in conceptualizing variations in the conflict setting (direct, indirect) and responding in a context‐consistent manner. Findings are discussed in terms of the social‐relational and social‐situational processes that influence children's evaluations of relational aggression and how the current study extends previous research on relational aggression. Aggr. Behav. 26:179–191, 2000. © 2000 Wiley‐Liss, Inc.     

The impact of non‐aggressive behaviour early in aggressive interactions: Sex differences in direct and indirect aggression in response to provocation

Using an adapted form of the Taylor competitive reaction time task (TCRT: Taylor, 1967), we examined the effect of initially non‐aggressive behaviour during aggressive encounters. Specifically, if a person is initially non‐aggressive, but becomes more aggressive later, does an opponent respond more or less aggressively in response? Participants (N = 148) played a competitive reaction time task against a bogus partner, who was either initially non‐aggressive, or initially moderately aggressive, and then delivered increasingly loud noise blasts to participants on trials when the participant lost. Both direct (noise blasts delivered to the partner) and indirect aggression (damage to partner's reputation) were assessed. The impact of whether or not participants expected to meet the partner on direct and indirect aggression was also examined. All participants reduced their direct aggression towards an initially non‐aggressive partner and a partner they expected to meet. However, for females, the switch from initial non‐aggression to later aggression generated a negative evaluation of the partner, exhibited by indirect but not direct aggression.     

The effects of intergroup context of evaluation on ambivalence toward the ingroup and the outgroup

A study is reported which examines the relations between ambivalence toward the ingroup and the outgroup. The basic assumption was that ambivalent attitudes in intergroup contexts contribute to satisfying two competing motivations of group members, i.e. establishment of positive distinctiveness for the ingroup and conformity to the fairness norm. Participants were asked to evaluate the ingroup and one other group by using unipolar (positively and negatively valenced) affect‐ and cognition‐based items. We predicted an interaction effect of target group (ingroup versus outgroup) and attitude domain (affect‐based versus cognition‐based) on ambivalence. Additional hypotheses were formulated taking separately into account the positive and the negative unipolar items. We expected that on positively valenced items the ingroup would be favoured over the outgroup on both affect‐ and cognition‐based evaluations. Besides, we predicted that on negatively valenced items, the ingroup would be favoured over the outgroup on affect‐based evaluation but not on cognition‐based evaluation. Results indicated support for the predictions and shed light on the moderating role played by attitude domains on both ambivalence and ingroup favouritism. Copyright © 2002 John Wiley & Sons, Ltd.     

Minimal‐group membership influences children's responses to novel experience with group members

Children, like adults, tend to prefer ingroup over outgroup individuals, but how this group bias affects children's processing of information about social groups is not well understood. In this study, 5‐ and 6‐year‐old children were assigned to artificial groups. They observed instances of ingroup and outgroup members behaving in either a positive (egalitarian) or a negative (stingy) manner. Observations of positive ingroup and negative outgroup behaviors reliably reduced children's liking of novel outgroup members, while observations of negative ingroup and positive outgroup behaviors had little effect on liking ratings. In addition, children successfully identified the more generous group only when the ingroup was egalitarian and the outgroup stingy. These data provide compelling evidence that children treat knowledge of and experiences with ingroups and outgroups differently, and thereby differently interpret identical observations of ingroup versus outgroup members.     

To connect is to be influenced: What determines a third‐party's forgiveness attitudes to conflicting groups' violent partisan members?

The present research seeks to answer the question of what determines an uninvolved third party's forgiveness attitudes toward conflicting groups' violent partisan members. Specifically, Bangladeshi participants read a fictitious interview with a radicalized Palestinian who declared his intention to avenge himself against Israelis for his personal and collective plight by carrying out a suicide bombing attack. Findings reveal that an empathy manipulation (high empathy = other focused or low empathy = objective focused) influenced participants' forgiveness attitudes towards the radicalized Palestinian such that in the high empathy condition participants were more forgiving of the target than participants in the low empathy condition. Moreover, while the strength of their religious identification (Islam) played no significant role, participants' tendency to attribute the target's decision to situational factors fully mediated the effects of empathy on forgiveness.