40 results on '"Luke McGuire"'
Search Results
2. The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults.
- Author
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Adam J Hoffman, Luke McGuire, Channing J Mathews, Angelina Joy, Fidelia Law, Marc Drews, Adam Rutland, Adam Hartstone-Rose, Mark Winterbottom, and Kelly Lynn Mulvey
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Medicine ,Science - Abstract
During the COVID-19 pandemic, young people have been exposed to distressing content about COVID-19 without knowing whether they can trust such content. This indicates a need to examine the effects of social media use on mental health and well-being. Existing research provides an inconsistent impression of such effects. Thus, we examined the relation between exposure to COVID-19 information on social media and well-being and assessed if trust in COVID-19 information on social media moderated this relationship. The sample consisted of 168 adolescents and young adults from the U.K. and U.S. (Mage = 17.4 years). Participants completed measures of exposure to, and trust in, COVID-19 information on social media platforms, and measures of emotional, psychological, and social well-being. Results revealed a null to positive relation between exposure to COVID-19 information on social media and well-being across measures. However, when trust was added to the models as a moderator, results indicated that, for adolescents with higher levels of trust in COVID-19 information found on social media, the relation between information encountered on social media and well-being was positive. In contrast, for adolescents with lower levels of trust, the association between information encountered on social media and well-being was null or sometimes negative. Given the lack of consensus about the impact of social media use on well-being, these results point to the importance of trust when assessing the relationship between exposure to COVID-19 information and well-being.
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- 2023
- Full Text
- View/download PDF
3. Editorial: Group norms and moral development: Reasoning and cognition across the lifespan
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Clare Conry-Murray, Luke McGuire, Aline Hitti, and Hanna Beißert
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moral development ,group norms ,intergroup attitudes ,developmental psychology ,culture ,Psychology ,BF1-990 - Published
- 2022
- Full Text
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4. British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers
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Seçil Gönültaş, Eirini Ketzitzidou Argyri, Ayşe Şule Yüksel, Sally B. Palmer, Luke McGuire, Melanie Killen, and Adam Rutland
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moral reasoning ,evaluation of a challenger ,group functioning ,intergroup and intragroup social exclusion ,immigrants ,Psychology ,BF1-990 - Abstract
The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8–11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13–16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.
- Published
- 2022
- Full Text
- View/download PDF
5. Online Voting Scheme Using IBM Cloud-Based Hyperledger Fabric with Privacy-Preservation
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Ross Clarke, Luke McGuire, Mohamed Baza, Amar Rasheed, and Maazen Alsabaan
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electronic voting ,blockchain ,smart contract ,hyperledger fabric ,privacy ,hyperledger caliper ,Technology ,Engineering (General). Civil engineering (General) ,TA1-2040 ,Biology (General) ,QH301-705.5 ,Physics ,QC1-999 ,Chemistry ,QD1-999 - Abstract
The current traditional paper ballot voting schemes suffer from several limitations such as processing delays due to counting paper ballots, lack of transparency, and manipulation of the ballots. To solve these limitations, an electronic voting (e-voting) scheme has received massive interest from both governments and academia. In e-voting, individuals can cast their vote online using their smartphones without the need to wait in long lines. Additionally, handicapped voters who face limited wheelchair access in many polling centers could now participate in elections hassle-free. The existing e-voting schemes suffer from several limitations as they are either centralized, based on public blockchains, or utilize local private blockchains. This results in privacy issues (using public blockchains) or large financial costs (using local/private blockchains) due to the amount of computing power and technical knowledge needed to host blockchains locally. To address the aforementioned limitations, in this paper, we propose an online voting scheme using IBM cloud-based Hyperledger Fabric. Our scheme allows voters to cast their encrypted votes in a secure manner. Then any participant can obtain the ballot results in a decentralized and transparent manner, without sacrificing the privacy of individual voters. We implement the proposed scheme using IBM cloud-based Hyperledger Fabric. The experimental results identify the performance characteristics of our scheme and demonstrate that it is feasible to run an election consisting of thousands of participants using cloud-based Fabric.
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- 2023
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6. Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum
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Fidelia Law, Luke McGuire, Mark Winterbottom, and Adam Rutland
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growth mindset intervention ,implicit theories ,gender stereotypes ,STEM ,informal science learning ,Psychology ,BF1-990 - Abstract
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
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- 2021
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7. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites
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Luke McGuire, Tina Monzavi, Adam J. Hoffman, Fidelia Law, Matthew J. Irvin, Mark Winterbottom, Adam Hartstone-Rose, Adam Rutland, Karen P. Burns, Laurence Butler, Marc Drews, Grace E. Fields, and Kelly Lynn Mulvey
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STEM interest ,gender equity ,gender stereotypes ,informal science learning ,science interest ,math interest ,Psychology ,BF1-990 - Abstract
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.
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- 2021
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8. Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites
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Angelina Joy, Fidelia Law, Luke McGuire, Channing Mathews, Adam Hartstone-Rose, Mark Winterbottom, Adam Rutland, Grace E. Fields, and Kelly Lynn Mulvey
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informal science learning ,science education ,parents ,family visits ,children ,Psychology ,BF1-990 - Abstract
Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors.
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- 2021
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9. Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?
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Channing J Mathews, Luke McGuire, Angelina Joy, Fidelia Law, Mark Winterbottom, Adam Rutland, Marc Drews, Adam J Hoffman, Kelly Lynn Mulvey, and Adam Hartstone-Rose
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Medicine ,Science - Abstract
This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants' level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.
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- 2021
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10. Interest and learning in informal science learning sites: Differences in experiences with different types of educators.
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Kelly Lynn Mulvey, Luke McGuire, Adam J Hoffman, Eric Goff, Adam Rutland, Mark Winterbottom, Frances Balkwill, Matthew J Irvin, Grace E Fields, Karen Burns, Marc Drews, Fidelia Law, Angelina Joy, and Adam Hartstone-Rose
- Subjects
Medicine ,Science - Abstract
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
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- 2020
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11. Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
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Angelina Joy, Channing J. Mathews, Mengya Zhao, Fidelia Law, Luke McGuire, Adam J. Hoffman, Frances Balkwill, Karen P. Burns, Laurence Butler, Marc Drews, Grace Fields, Hannah Smith, Emine Ozturk, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose, and Kelly Lynn Mulvey
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Social Psychology ,Developmental and Educational Psychology ,Social Sciences (miscellaneous) ,Education - Published
- 2023
12. Age‐related differences in reasoning about the acceptability of eating animals
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Luke McGuire, Emma Fry, Sally Palmer, and Nadira S. Faber
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Sociology and Political Science ,Developmental and Educational Psychology ,Social Sciences (miscellaneous) - Published
- 2022
13. Challenging the exclusion of immigrant peers
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Sally B. Palmer, Seçil Gönültaş, Ayşe Şule Yüksel, Eirini K. Argyri, Luke McGuire, Melanie Killen, and Adam Rutland
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Developmental Neuroscience ,Social Psychology ,Developmental and Educational Psychology ,Life-span and Life-course Studies ,Social Sciences (miscellaneous) ,Education - Abstract
The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children ( n = 110, 8–11 years) and adolescents ( n = 193, 13–16 years) who were presented with one of three scenarios in which a British national, Australian immigrant, or Turkish immigrant peer was excluded by a British peer group. Participants indicated their bystander responses. Perceived similarity and bystander self-efficacy were examined as possible correlates of bystander reactions. Findings revealed that children were more likely to directly challenge the social exclusion when the excluded peer was British or Australian compared with when they were Turkish. In contrast, adolescents did not differentiate in their response—they were equally likely to directly challenge the exclusion regardless of the excluded peer’s nationality. Importantly, when the excluded peer was Turkish, moderated mediation analysis showed that, with age, there was higher bystander self-efficacy for challenging the exclusions. In turn, higher bystander self-efficacy was related to higher direct challenging. These novel findings demonstrate the importance of intergroup relations, perceived similarity, and bystander self-efficacy in the emergence of age-related differences in bystander reactions to the exclusion of immigrant peers.
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- 2022
14. Online Voting Scheme Using IBM Cloud-Based Hyperledger Fabric with Privacy-Preservation
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Alsabaan, Ross Clarke, Luke McGuire, Mohamed Baza, Amar Rasheed, and Maazen
- Subjects
electronic voting ,blockchain ,smart contract ,hyperledger fabric ,privacy ,hyperledger caliper - Abstract
The current traditional paper ballot voting schemes suffer from several limitations such as processing delays due to counting paper ballots, lack of transparency, and manipulation of the ballots. To solve these limitations, an electronic voting (e-voting) scheme has received massive interest from both governments and academia. In e-voting, individuals can cast their vote online using their smartphones without the need to wait in long lines. Additionally, handicapped voters who face limited wheelchair access in many polling centers could now participate in elections hassle-free. The existing e-voting schemes suffer from several limitations as they are either centralized, based on public blockchains, or utilize local private blockchains. This results in privacy issues (using public blockchains) or large financial costs (using local/private blockchains) due to the amount of computing power and technical knowledge needed to host blockchains locally. To address the aforementioned limitations, in this paper, we propose an online voting scheme using IBM cloud-based Hyperledger Fabric. Our scheme allows voters to cast their encrypted votes in a secure manner. Then any participant can obtain the ballot results in a decentralized and transparent manner, without sacrificing the privacy of individual voters. We implement the proposed scheme using IBM cloud-based Hyperledger Fabric. The experimental results identify the performance characteristics of our scheme and demonstrate that it is feasible to run an election consisting of thousands of participants using cloud-based Fabric.
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- 2023
- Full Text
- View/download PDF
15. Why children moralise harm to animals but not meat
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Jared Piazza, Victoria Simpson, and Luke McGuire
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Neuropsychology and Physiological Psychology ,Cognitive Neuroscience ,Experimental and Cognitive Psychology - Published
- 2023
16. The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults
- Author
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Adam J. Hoffman, Luke McGuire, Channing J. Mathews, Angelina Joy, Fidelia Law, Marc Drews, Adam Rutland, Adam Hartstone-Rose, Mark Winterbottom, Kelly Lynn Mulvey, Hoffman, Adam J [0000-0001-5508-3905], and Apollo - University of Cambridge Repository
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Young Adult ,Multidisciplinary ,Adolescent ,SARS-CoV-2 ,Humans ,COVID-19 ,Trust ,Social Media ,Pandemics - Abstract
Acknowledgements: The authors would like to thank our practitioner partners and the youth who participated in the study. Correspondence should be addressed to Adam J. Hoffman in the Department of Psychology, Cornell University, T229 Martha Van Rensselaer Hall, 116 Reservoir Ave, Ithaca, New York, USA, 14850., Funder: Economic and Social Research Council, During the COVID-19 pandemic, young people have been exposed to distressing content about COVID-19 without knowing whether they can trust such content. This indicates a need to examine the effects of social media use on mental health and well-being. Existing research provides an inconsistent impression of such effects. Thus, we examined the relation between exposure to COVID-19 information on social media and well-being and assessed if trust in COVID-19 information on social media moderated this relationship. The sample consisted of 168 adolescents and young adults from the U.K. and U.S. (Mage = 17.4 years). Participants completed measures of exposure to, and trust in, COVID-19 information on social media platforms, and measures of emotional, psychological, and social well-being. Results revealed a null to positive relation between exposure to COVID-19 information on social media and well-being across measures. However, when trust was added to the models as a moderator, results indicated that, for adolescents with higher levels of trust in COVID-19 information found on social media, the relation between information encountered on social media and well-being was positive. In contrast, for adolescents with lower levels of trust, the association between information encountered on social media and well-being was null or sometimes negative. Given the lack of consensus about the impact of social media use on well-being, these results point to the importance of trust when assessing the relationship between exposure to COVID-19 information and well-being.
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- 2023
- Full Text
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17. The Development of Speciesism: Age-Related Differences in the Moral View of Animals
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Nadira S. Faber, Luke McGuire, and Sally B. Palmer
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Clinical Psychology ,Social Psychology ,Young adult ,Psychology ,health care economics and organizations ,humanities ,Developmental psychology - Abstract
Humans care for the well-being of some animals (e.g., dogs) yet tacitly endorse the maltreatment of others (e.g., pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterized as “food.” When such categorization of animals emerges and when a moral hierarchy of beings depending on their species membership (speciesism) develops is poorly understood. We investigate this development across samples of children (9–11 years old), young adults (18–21 years old), and adults (29–59 years old; total N = 479). Compared with young adults and adults, children (a) show less speciesism, (b) are less likely to categorize farm animals as food than pets, (c) think farm animals ought to be treated better, and (d) deem eating meat and animal products to be less morally acceptable. These findings imply that there are key age-related differences in our moral view of an animal worth that point to socially constructed development over the lifespan.
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- 2022
18. Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging
- Author
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Mengya Zhao, Channing J. Mathews, Kelly Lynn Mulvey, Adam Hartstone-Rose, Luke McGuire, Adam J. Hoffman, Mark Winterbottom, Angelina Joy, Fidelia Law, Frances Balkwill, Karen P. Burns, Laurence Butler, Marc Drews, Grace Fields, Hannah Smith, Adam Rutland, Zhao, Mengya [0000-0001-8078-6514], and Apollo - University of Cambridge Repository
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Inclusion ,Male ,Belonging ,Social Psychology ,Adolescent ,Social Identification ,Social identity ,Infant ,Gender Identity ,Inclusivity ,Informal science ,United States ,United Kingdom ,Education ,Career development ,Developmental and Educational Psychology ,Ethnicity ,Humans ,Female ,Social Sciences (miscellaneous) - Abstract
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one’s own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth’s own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.
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- 2023
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19. Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
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Mark Winterbottom, Adam Rutland, Angelina Joy, N. Eaves, Adam Hartstone-Rose, Fidelia Law, A. J. Hoffman, Luke McGuire, Karen P. Burns, Frances R. Balkwill, M. Chatton, Grace E. Fields, Marc Drews, and Kelly Lynn Mulvey
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Informal science learning ,Tourism, Leisure and Hospitality Management ,Communication ,Museology ,Perspective (graphical) ,Pedagogy ,Stem learning ,Informal science ,Sociology ,Informal learning ,Education - Abstract
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on...
- Published
- 2021
20. Fairness and Opportunity in Stem Contexts
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Kelly Lynn Mulvey, Adam J. Hoffman, and Luke McGuire
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- 2022
21. Adolescents’ pluralistic ignorance and reasoning about COVID-19 public health behaviors
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Luke McGuire, Aqsa Farooq, and Adam Rutland
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Pluralistic ignorance (the inaccurate perception that one’s behavior differs from that of the average individual) can shift behavior towards perceived norms. Such behaviors are also accompanied by social reasoning processes. The present work examined adolescents’ pluralistic ignorance and reasoning in the COVID-19 context. Participants (n = 130, M age = 16.96, SD = 1.06) demonstrated pluralistic ignorance by reporting that they were more likely to engage in public health behaviors compared to their peers or the average teenager. Participants negatively evaluated guideline breaches and reasoned about harm reduction to justify this, but also recognised the importance of protecting mental health. Together this evidence documents the importance of considering social norms and reasoning in public health contexts to frame communication efforts.
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- 2022
22. Adolescents' social and moral reasoning about COVID-19 public health behaviors
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Luke McGuire, Aqsa Farooq, and Adam Rutland
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Developmental and Educational Psychology - Published
- 2023
23. Group Dynamics
- Author
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Luke McGuire and Adam Rutland
- Published
- 2020
24. Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
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Luke McGuire, Adam J. Hoffman, Kelly Lynn Mulvey, Adam Hartstone-Rose, Mark Winterbottom, Angelina Joy, Fidelia Law, Frances Balkwill, Karen P. Burns, Laurence Butler, Marc Drews, Grace Fields, Hannah Smith, Adam Rutland, McGuire, Luke [0000-0002-6094-8819], and Apollo - University of Cambridge Repository
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Gender Studies ,Peer selection ,Gender stereotypes ,Social Psychology ,Developmental and Educational Psychology ,Social identity ,STEM stereotypes - Abstract
Gender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.
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- 2022
25. British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers
- Author
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Seçil Gönültaş, Eirini Ketzitzidou Argyri, Ayşe Şule Yüksel, Sally B. Palmer, Luke McGuire, Melanie Killen, Adam Rutland, and Gönültaş, Seçil
- Subjects
Evaluation Of A Challenger ,Immigrants ,Intergroup And Intragroup Social Exclusion ,Moral Reasoning ,Group Functioning ,General Psychology - Abstract
The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8–11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13–16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.
- Published
- 2021
26. Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum
- Author
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Mark Winterbottom, Adam Rutland, Luke McGuire, Fidelia Law, Winterbottom, Mark [0000-0001-8748-6733], and Apollo - University of Cambridge Repository
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Informal science learning ,media_common.quotation_subject ,Stereotype ,Mindset ,050105 experimental psychology ,Developmental psychology ,Intervention (counseling) ,Gender bias ,Psychology ,0501 psychology and cognitive sciences ,General Psychology ,media_common ,Original Research ,One shot ,implicit theories ,growth mindset intervention ,05 social sciences ,050301 education ,Flexibility (personality) ,STEM ,gender stereotypes ,BF1-990 ,FOS: Psychology ,informal science learning ,0503 education - Abstract
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
- Published
- 2021
- Full Text
- View/download PDF
27. Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging
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Kelly Lynn Mulvey, Luke McGuire, Channing Mathews, Adam J. Hoffman, Fidelia Law, Angelina Joy, Adam Hartstone-Rose, Mark Winterbottom, Frances Balkwill, Grace Fields, Laurence Butler, Karen Burns, Marc Drews, and Adam Rutland
- Subjects
Sociology and Political Science ,General Social Sciences ,Social Sciences (miscellaneous) - Abstract
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a “High Math and Science Motivation and Interpersonal Skills” group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.
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- 2022
28. Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites
- Author
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Channing J. Mathews, Angelina Joy, Adam Hartstone-Rose, Fidelia Law, Mark Winterbottom, Adam Rutland, Luke McGuire, Grace E. Fields, Kelly Lynn Mulvey, Apollo - University of Cambridge Repository, and Winterbottom, Mark [0000-0001-8748-6733]
- Subjects
Informal science learning ,lcsh:BF1-990 ,05 social sciences ,parents ,050301 education ,family visits ,Science education ,Parents roles ,Developmental psychology ,FOS: Psychology ,lcsh:Psychology ,children ,Psychology ,informal science learning ,0501 psychology and cognitive sciences ,science education ,0503 education ,General Psychology ,Original Research ,050104 developmental & child psychology - Abstract
Informal science learning sites create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in informal science learning sites using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors.
- Published
- 2021
29. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
- Author
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Frances R. Balkwill, Grace E. Fields, Kelly Lynn Mulvey, Matthew J. Irvin, Luke McGuire, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose, Adam J. Hoffman, Hoffman, Adam J [0000-0001-5508-3905], Apollo - University of Cambridge Repository, and Hoffman, Adam J. [0000-0001-5508-3905]
- Subjects
Belonging ,Social Psychology ,Adolescent ,common ,media_common.quotation_subject ,Empirical Research ,Education ,Developmental psychology ,Social competencies ,Social Skills ,Informal learning context ,Empirical research ,Asian americans ,FOS: Mathematics ,Developmental and Educational Psychology ,Math and science efficacy ,Ethnicity ,Humans ,0501 psychology and cognitive sciences ,media_common ,Motivation ,05 social sciences ,common.demographic_type ,050301 education ,Informal learning ,Black British ,United Kingdom ,United States ,Legal psychology ,Health psychology ,Feeling ,Female ,Math and science interest ,Psychology ,0503 education ,Social Sciences (miscellaneous) ,Mathematics ,050104 developmental & child psychology ,White British - Abstract
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.
- Published
- 2021
30. Learning hand in hand: Engaging in research-practice partnerships to advance developmental science
- Author
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Natalie Eaves, Melissa Chatton, Angelina Joy, Marc Drews, Adam J. Hoffman, Kelly Lynn Mulvey, Mark Winterbottom, Adam Rutland, Frances R. Balkwill, Grace E. Fields, Adam Hartstone-Rose, Fidelia Law, Karen P. Burns, and Luke McGuire
- Subjects
Technology ,Opinion ,Social Psychology ,Adolescent ,Science ,partnership ,Psychology, Developmental ,Developmental Science ,Opinions ,Engineering ,Developmental and Educational Psychology ,Humans ,0501 psychology and cognitive sciences ,Community or ,Sociology ,Program Development ,equality ,Intersectoral Collaboration ,youth ,research ,05 social sciences ,050301 education ,trust ,Biobehavioral Sciences ,Research process ,practice ,Educational research ,General partnership ,community ,Engineering ethics ,Research questions ,0503 education ,Mathematics ,050104 developmental & child psychology - Abstract
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research–practice partnerships, which involve both research and practice‐based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research–practice partnership.
- Published
- 2020
31. Interest and learning in informal science learning sites: Differences in experiences with different types of educators
- Author
-
Angelina Joy, Adam Hartstone-Rose, Adam J. Hoffman, Fidelia Law, Karen E. A. Burns, Marc Drews, Luke McGuire, Eric E. Goff, Kelly Lynn Mulvey, Mark Winterbottom, Adam Rutland, Frances R. Balkwill, Grace E. Fields, Matthew J. Irvin, Mulvey, Kelly Lynn [0000-0002-1292-9066], Hoffman, Adam J. [0000-0001-5508-3905], Apollo - University of Cambridge Repository, and Hoffman, Adam J [0000-0001-5508-3905]
- Subjects
Male ,Social Sciences ,Adolescents ,Middle childhood ,Science education ,Developmental psychology ,Families ,Learning and Memory ,Sociology ,Surveys and Questionnaires ,Psychology ,Attention ,Early childhood ,Child ,Children ,Multidisciplinary ,Schools ,4. Education ,05 social sciences ,050301 education ,Faculty ,Medicine ,Female ,050104 developmental & child psychology ,Social theory ,Research Article ,Adult ,Informal science learning ,Adolescent ,Science Policy ,Science ,education ,Social Theory ,Education ,Human Learning ,Perceived learning ,Humans ,Learning ,0501 psychology and cognitive sciences ,Recall ,Cognitive Psychology ,Biology and Life Sciences ,Science Education ,Age Groups ,Adult educator ,People and Places ,Cognitive Science ,Perception ,Population Groupings ,0503 education ,Neuroscience - Abstract
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
- Published
- 2020
32. Children’s evaluations of deviant peers in the context of science and technology: The role of gender group norms and status
- Author
-
Adam Rutland, Emma Jefferys, and Luke McGuire
- Subjects
Male ,Gender stereotypes ,Technology ,Science ,education ,Group evaluation ,Experimental and Cognitive Psychology ,Middle childhood ,050105 experimental psychology ,Article ,Gender Role ,Peer Group ,Developmental psychology ,Sex Factors ,Developmental and Educational Psychology ,Social Norms ,Humans ,0501 psychology and cognitive sciences ,Child ,Peer evaluation ,05 social sciences ,ComputingMilieux_PERSONALCOMPUTING ,Intragroup dynamics ,Peer group ,STEM ,Late childhood ,Computer science ,humanities ,Peer group norms ,Group Processes ,Social Perception ,Female ,Norm (social) ,Gender group ,Psychology ,050104 developmental & child psychology - Abstract
Highlights • Boys negatively evaluate peers who challenge group norms related to computing. • Children expect groups to negatively evaluate challenges to science gender norms. • Perceptions of group evaluation predict how boys individually evaluate their peers., Women are drastically underrepresented within computer science, which is in part informed by societal ideas of who can and should belong in the sciences. Less is known about how children evaluate their peers who challenge gendered expectations of who can and should take part in computer science. The current study asked children (N = 213; 110 girls) in middle childhood (Mage = 8.71 years; n = 108) and late childhood (Mage = 10.56 years; n = 105) to evaluate a gender-matched peer who challenged a group norm related to either computer science (male-gendered domain) or biology (less male-gendered domain). Male participants most negatively evaluated a peer who wanted to take part in a biology activity when the rest of the group wanted to do a programming activity. Furthermore, male participants expected their group to negatively evaluate this deviant peer in the programming condition. Mediation analysis revealed that for boys in the computer science condition, perceived group evaluation predicted individual evaluation. Female participants, in contrast, did not negatively evaluate someone who challenged a STEM (science, technology, engineering, and math) peer group norm. This study demonstrates that male peer groups may perpetuate the idea that computer science is for men through negative evaluation of in-group members who challenge those ideas and, in turn, maintain their dominant position as the high-status group. Achieving equity in the computer science field will require a greater understanding of these peer group norms.
- Published
- 2020
33. STEM gender stereotypes from early childhood through adolescence at informal science centers
- Author
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Mark Winterbottom, Adam Rutland, Luke McGuire, Matthew J. Irvin, Grace E. Fields, Adam Hartstone-Rose, Kelly Lynn Mulvey, Eric E. Goff, and Apollo - University of Cambridge Repository
- Subjects
Informal science learning ,Gender stereotypes ,4. Education ,media_common.quotation_subject ,05 social sciences ,050301 education ,Stereotype ,Article ,Developmental psychology ,Informal settings ,5. Gender equality ,Developmental and Educational Psychology ,Informal science ,0501 psychology and cognitive sciences ,Early childhood ,Gender group ,STEM stereotypes ,10. No inequality ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM., Highlights • Gender stereotypes about science, technology, engineering and mathematics (STEM) ability emerge in early childhood • Adolescents are more likely to say that both boys and girls should, can and usually are good at STEM • Boys are more likely than girls to say that their own gender group ‘should’ be good at STEM • Stereotypes do not change based on an interaction with an educator (male or female) in an informal science learning site
- Published
- 2020
34. The development of intergroup resource allocation: The role of cooperative and competitive in-group norms
- Author
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Luke McGuire, Michael T. Rizzo, Adam Rutland, and Melanie Killen
- Subjects
Male ,Competitive Behavior ,media_common.quotation_subject ,Psychology, Adolescent ,Psychology, Child ,PsycINFO ,Morals ,050105 experimental psychology ,Resource Allocation ,Developmental psychology ,Young Adult ,Developmental and Educational Psychology ,Humans ,0501 psychology and cognitive sciences ,Psychological testing ,Cooperative Behavior ,Child ,Life-span and Life-course Studies ,Demography ,media_common ,Psychological Tests ,05 social sciences ,Morality ,Ingroups and outgroups ,Group Processes ,Prosocial behavior ,Child, Preschool ,Resource allocation ,Female ,Norm (social) ,Psychology ,Welfare ,050104 developmental & child psychology - Abstract
The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children (Mage = 8.69), adolescents (Mage = 13.81), and adults (Mage = 20.89), (N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was either prosocial (to benefit the welfare of animals in a charity event) or group focused (to win a national interschool competition). They were then asked to allocate resources between an ingroup and outgroup, and to justify their allocation. The findings showed that children allocated significantly more resources to their ingroup in order to achieve a prosocial goal, but only when the ingroup norm was competitive. In contrast, adolescents and adults allocated resources equally irrespective of the ingroup norm. These findings showed that children prioritized the moral goal of welfare over that of fairness when their ingroup favored competition, while adolescents and adults always prioritized fairness. Older participants justified their equal allocation with greater reference to the importance of fair competition. This study demonstrated an important developmental shift in how the prioritization of moral goals during intergroup resource allocation is influenced by ingroup norms of competition and cooperation. (PsycINFO Database Record
- Published
- 2018
35. Children and adolescents coordinate group and moral concerns within different goal contexts when allocating resources
- Author
-
Adam Rutland and Luke McGuire
- Subjects
Adolescent ,Early adolescence ,05 social sciences ,Peer group ,Late childhood ,Morals ,050105 experimental psychology ,Peer Group ,Group Processes ,Child Development ,Developmental Neuroscience ,Moral development ,Prosocial behavior ,Intergroup dynamics ,Developmental and Educational Psychology ,Outgroup ,Humans ,0501 psychology and cognitive sciences ,Norm (social) ,Psychology ,Child ,Social psychology ,Goals ,050104 developmental & child psychology - Abstract
Coordinating complex social and moral concerns when allocating resources is a key issue in late childhood and early adolescence. This study explored resource allocation in three goal contexts that required children to focus to differing degrees on moral and group concerns. Children (9-11-years, Mage = 9.84, n = 190) and adolescents (14-16-years, Mage = 14.92, n = 154) were informed their school peer group held an in-group norm (competition, cooperation). Participants allocated resources between their in-group and an outgroup within one of three goal contexts (prosocial, learning-focused, and group-focused). Participants allocated in favour of their in-group to achieve a prosocial goal but attenuated this when the goal was focused on learning and cooperation. Adolescents, more than children, reasoned about the goals of resource allocation to justify their decisions. From 9 years old, children begin to coordinate peer group norms and goal information when deciding how to allocate resources within intergroup contexts.
- Published
- 2019
36. The role of competitive and cooperative norms in the development of deviant evaluations
- Author
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Michael T. Rizzo, Luke McGuire, Adam Rutland, and Melanie Killen
- Subjects
Legal norm ,Adult ,Male ,Competitive Behavior ,Adolescent ,Human Development ,050105 experimental psychology ,Education ,Young Adult ,Developmental and Educational Psychology ,Social Norms ,Humans ,0501 psychology and cognitive sciences ,Cooperative Behavior ,Child ,Social perception ,05 social sciences ,Peer group ,Ingroups and outgroups ,Group Processes ,Social Perception ,Competitive behavior ,Pediatrics, Perinatology and Child Health ,Female ,Norm (social) ,Cooperative behavior ,Psychology ,Social psychology ,050104 developmental & child psychology - Abstract
The present study examined how peer group norms influence children's evaluations of deviant ingroup members. Following the manipulation of competitive or cooperative norms, participants (children, Mage = 8.69; adolescents, Mage = 13.81; adults, Mage = 20.89; n = 263) evaluated deviant ingroup members from their own and the group's perspective. Children rated cooperative deviancy positively and believed their group would do the same. Adolescents and adults believed that their group would negatively evaluate cooperative deviancy when their group supported a competitive allocation strategy. Reasoning varied based on norm and participants’ agreement with deviancy. Understanding an ingroup may not be favorable toward a cooperative deviant in a competitive context is a developmental challenge requiring the coordination of social and moral norms.
- Published
- 2019
37. Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?
- Author
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Marc Drews, Mark Winterbottom, Adam Rutland, Adam J. Hoffman, Channing J. Mathews, Luke McGuire, Adam Hartstone-Rose, Angelina Joy, Fidelia Law, Kelly Lynn Mulvey, Mathews, Channing J [0000-0002-4716-2299], Winterbottom, Mark [0000-0001-8748-6733], Hoffman, Adam J [0000-0001-5508-3905], and Apollo - University of Cambridge Repository
- Subjects
Male ,Viral Diseases ,Science and Technology Workforce ,Health Knowledge, Attitudes, Practice ,Epidemiology ,Health Behavior ,Adolescents ,Careers in Research ,Newspaper ,Families ,Medical Conditions ,0302 clinical medicine ,Sociology ,Surveys and Questionnaires ,050602 political science & public administration ,Public and Occupational Health ,Science policy ,030212 general & internal medicine ,Children ,Computer and information sciences ,Multidisciplinary ,4. Education ,05 social sciences ,Social Communication ,Public relations ,0506 political science ,Professions ,Infectious Diseases ,Health Education and Awareness ,Social Networks ,Government ,Information source ,Medicine ,Female ,Network Analysis ,Research Article ,Adolescent ,Science ,Information Seeking Behavior ,Health literacy ,Trust ,Social sciences ,03 medical and health sciences ,Adults ,Humans ,Social media ,Association (psychology) ,Pandemics ,News media ,Medicine and health sciences ,SARS-CoV-2 ,business.industry ,COVID-19 ,Covid 19 ,Communications ,United States ,Health Literacy ,Health Care ,Young Adults ,Leadership ,Age Groups ,Adolescent Behavior ,Scientists ,Population Groupings ,People and places ,business ,Social Media - Abstract
This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants’ level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.
- Published
- 2021
38. The role of in-group norms and group status in children's and adolescents' decisions to rectify resource inequalities
- Author
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Melanie Killen, Luke McGuire, Adam Rutland, and Laura Elenbaas
- Subjects
Male ,Inequality ,Adolescent ,Early adolescence ,media_common.quotation_subject ,education ,Morals ,Middle childhood ,050105 experimental psychology ,Child Development ,Developmental Neuroscience ,Developmental and Educational Psychology ,Social Norms ,Humans ,0501 psychology and cognitive sciences ,Child ,Social Behavior ,media_common ,05 social sciences ,Peer group ,Adolescent Development ,Group norms ,humanities ,Disadvantaged ,Group Processes ,Moral development ,Social Perception ,Female ,Norm (social) ,Psychology ,Social psychology ,050104 developmental & child psychology - Abstract
Children's and adolescents' resource allocation was examined in a context of inequality between schools and a peer group norm of either equality or equity. Participants (N = 257; children, 7-11 years old and adolescents, 13-16 years old) were inducted into groups with either a lot (advantaged) or few (disadvantaged) art resources, in the context of an art competition. Participants were prescribed an equality (equal distribution) or equity (more resources for disadvantaged groups) norm, before allocating resources between groups. Adolescents, but not children, allocated significantly more resources to their disadvantaged in-group than they did to a disadvantaged out-group, particularly when prescribed an in-group norm of equity. Participants who rectified the inequality referred to the unfair nature of the initial disparity. The findings revealed an important developmental shift between middle childhood and early adolescence regarding the influence of group status and norms on intergroup resource allocation in a competitive context. Statement of contribution What is already known on this subject? Children have the capacity to challenge intergroup resource allocation inequalities. Peer group norms can guide resource allocation in situations where inequality is not made salient. What does this study add? A peer group equity norm can guide adolescents to rectify an intergroup inequality. Relative peer group advantage plays an increasingly important role in adolescence. For children, maintaining equality can supersede adherence to a peer group norm.
- Published
- 2018
39. Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
- Author
-
Drew Nesdale, Luke McGuire, and Adam Rutland
- Subjects
education ,Peer group ,nobody ,humanities ,Education ,Peer relations ,Interactive effects ,Pediatrics, Perinatology and Child Health ,Intergroup dynamics ,Accountability ,behavior and behavior mechanisms ,Developmental and Educational Psychology ,Norm (social) ,Psychology ,Social identity theory ,Social psychology ,health care economics and organizations - Abstract
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5-11 years, in a between-subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in-group peer and school norm to influence children's intergroup attitudes.
- Published
- 2015
40. Group norms, intergroup resource allocation and social reasoning among children and adolescents
- Author
-
Luke McGuire, Antony Stephen Reid Manstead, and Adam Rutland
- Subjects
Male ,Competitive Behavior ,Adolescent ,Psychology, Adolescent ,Poison control ,BF ,Psychology, Child ,Moral reasoning ,Morals ,050105 experimental psychology ,Developmental psychology ,Thinking ,Developmental and Educational Psychology ,Humans ,0501 psychology and cognitive sciences ,In-group favoritism ,Cooperative Behavior ,Life-span and Life-course Studies ,Child ,Demography ,Analysis of Variance ,Social perception ,05 social sciences ,Ingroups and outgroups ,Group Processes ,Moral development ,Social Perception ,Outgroup ,Female ,Norm (social) ,Psychology ,Social psychology ,050104 developmental & child psychology - Abstract
Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first time, with outgroup norms were manipulated to examine their effect on the development of intergroup resource allocation. Participants aged 8 to 16 years (n = 229) were told that their ingroup and the outgroup held either a competitive or cooperative norm about how they should behave in an arts competition. They then allocated tokens for expenditure in the competition between the 2 teams, and provided social reasoning to justify their chosen allocations. Results showed a negative outgroup norm of competition led to significantly more ingroup bias when the ingroup also held a competitive rather than a cooperative norm. In contrast, a positive outgroup norm of cooperation did not result in significantly less ingroup bias when the ingroup also held a cooperative norm. Additionally, adolescents, unlike children who allocated equally were more likely to make reference to fair competition, a form of moral reasoning, in the competitive compared with the cooperative ingroup norm condition. This study showed that children and adolescents considered both ingroup and outgroup norms simultaneously when making intergroup resource allocations, but that only adolescents varied their reasoning to justify these allocation in line with group norms. (PsycINFO Database Record
- Published
- 2017
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