NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ797675
Record Type: Journal
Publication Date: 2006-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1937-6928
Children's Cognitions, Behavioral Intent, and Affect toward Girls and Boys of Lower or Higher Learning Ability
Nowicki, Elizabeth A.
Learning Disabilities: A Contemporary Journal, v4 n2 p43-57 Sep 2006
Research is clear about children's negative biases toward the opposite gender, toward peers of lower learning ability, and toward out-group members in general, especially among younger children. In adulthood, the magnitude and valence of attitudes may be dependent on cognitive, behavioral, or affective response classes, but little is known of how these classes interact during childhood with age or gender of participant and target child. Attitude measures tapping into the three response classes were administered to 105 participants across four target conditions: girl who finds learning easy, girl who finds learning difficult, boy who finds learning easy, and boy who finds learning difficult. Attitudes addressing beliefs (cognitions) revealed preferences for same-gender target children of higher ability and less positive evaluations for boys and girls of lower ability. Younger children were more negatively biased toward all target children than were older children. Attitudes addressing behavioral intent indicated that older children preferred same-gender target children regardless of ability, although younger children demonstrated the most positive behavioral intent toward the higher-ability male and the least toward the lower ability female. Attitudes tapping into affect showed that girls had more positive affect toward all target children whereas boys preferred their own gender. Children's attitudes are multifaceted and complex. Focusing on multiple dependent and independent variables provides a wider perspective of children's attitudes that may be missed when variables are examined in isolation. (Contains 1 figure.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada