Literaturnachweis - Detailanzeige
Autor/inn/en | Kotaman, Hüseyin; Arslan, Mustafa |
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Titel | Whom to Trust: Joker or Teacher |
Quelle | In: European Journal of Developmental Psychology, 18 (2021) 3, S.350-366 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1740-5629 |
DOI | 10.1080/17405629.2020.1788534 |
Schlagwörter | Preschool Children; Trust (Psychology); Humor; Teacher Student Relationship; Interpersonal Relationship; Individual Characteristics; Decision Making; Foreign Countries; Turkey Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Humoristische Darstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Decision-making; Entscheidungsfindung; Ausland; Türkei |
Abstract | The purpose of this study is to examine whom young children (4-5-year olds) would depend on for social actions and ask for information, and whose information they would endorse: the one supplied by a person who makes them laugh or the other by a person who teaches them something new. The participants consist of 59 young children in Sanliurfa province in Turkey. The participants interacted with two assistants, one of whom made them laugh (the joker) and the other taught them something new (the teacher). After the meetings, a third assistant asked the participants six social trust questions and two sets of epistemic trust questions demanding from the children to make a selection between the joker and the teacher and assessing their relative preference for the joker and the teacher. All Mann-Whitney U Tests revealed that the children trusted the joker assistant significantly more than the teacher assistant. This suggests that humour positively influences children's social and epistemic trust. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |