Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences

Naomi C Z Andrews, Carol Martin, Ryan D. Field, Rachel E. Cook, Jieun Lee

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This study examined children's expectancies about interactions with own- and other-gender peers. Goals were to examine expectancies about the outcomes related to own- versus other-gender group interactions, assess cohort and temporal changes in expectancies, and assess the effect of expectancies on school-related outcomes. Students in second and fourth grades (N = 412, 47% girls, Mage = 7.15 and 9.10 years, respectively) were followed longitudinally for 1 year. Results supported hypotheses that social costs and inclusion–enjoyment that children expect in interactions with own- and other-gender peers represent four constructs. Expectancies varied by gender, age, and differentially predicted school outcomes with inclusion expectancies more strongly relating to outcomes than cost expectancies. Implications of children's expectancies about gendered contexts are discussed.

Original languageEnglish (US)
Pages (from-to)1423-1435
Number of pages13
JournalChild Development
Volume87
Issue number5
DOIs
StatePublished - Sep 1 2016

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group interaction
gender
school
Costs and Cost Analysis
social costs
interaction
Students
school grade
inclusion
costs
student

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Cite this

Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences. / Andrews, Naomi C Z; Martin, Carol; Field, Ryan D.; Cook, Rachel E.; Lee, Jieun.

In: Child Development, Vol. 87, No. 5, 01.09.2016, p. 1423-1435.

Research output: Contribution to journalArticle

Andrews, Naomi C Z ; Martin, Carol ; Field, Ryan D. ; Cook, Rachel E. ; Lee, Jieun. / Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences. In: Child Development. 2016 ; Vol. 87, No. 5. pp. 1423-1435.
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