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dc.contributor.authorMcGuire, Luke
dc.contributor.authorRutland, Adam
dc.contributor.authorNesdale, Drew
dc.date.accessioned2017-12-13T04:55:04Z
dc.date.available2017-12-13T04:55:04Z
dc.date.issued2015
dc.identifier.issn1467-8624
dc.identifier.doi10.1111/cdev.12388
dc.identifier.urihttp://hdl.handle.net/10072/124974
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing
dc.relation.ispartofpagefrom1290
dc.relation.ispartofpageto1297
dc.relation.ispartofissue4
dc.relation.ispartofjournalChild Development
dc.relation.ispartofvolume86
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titlePeer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorNesdale, Drew R.


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