"Helping" versus "Being a Helper": Invoking the Self to Increase Helping in Young Children

Autor/inn/en	Bryan, Christopher J.; Master, Allison; Walton, Gregory M.
Titel	"Helping" versus "Being a Helper": Invoking the Self to Increase Helping in Young Children
Quelle	In: Child Development, 85 (2014) 5, S.1836-1842 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12244
Schlagwörter	Young Children; Helping Relationship; Cues; Motivation Techniques; Help Seeking; Preschool Children; Prosocial Behavior; Social Psychology; Social Science Research; Social Cognition + Suchen Sie Ihr Suchwort? Frühe Kindheit; Helfende Beziehung; Stichwort; Motivationsförderung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialpsychologie; Social scientific research; Sozialwissenschaftliche Forschung; Soziale Kognition
Abstract	Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3- to 6-year-old children (N = 149) were exposed to the idea of "being a helper" (noun condition) or "helping" (verb condition). Noun wording fosters the perception that a behavior reflects an identity--the kind of person one is. Both when children interacted with an adult who referenced "being a helper" or "helping" ("Experiment 1") and with a new adult ("Experiment 2"), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10