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Citation |
Wadian TW, Sonnentag TL, Jones TL, Barnett MA. Psychol. Rep. 2019; 122(1): 61-78. |
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Affiliation |
Department of Psychological Sciences, Kansas State University, Manhattan, KS, USA. |
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Copyright |
(Copyright © 2019, SAGE Publishing) |
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DOI |
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PMID |
29300140 |
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Abstract |
A total of 184 adults read descriptions of six hypothetical children with various undesirable characteristics (i.e., being extremely overweight, extremely aggressive, extremely shy, a poor student, a poor athlete, displaying symptoms of attention deficit hyperactivity disorder). Following each description, the participants were asked to rate how much they disagree or agree that the child, the child's parents, and the child's biological condition (i.e., "something wrong inside the child's body or brain") are at fault for the onset and the perpetuation of the undesirable characteristic. In addition, the participants were asked to rate their attitude toward each child using a 100-point "feeling thermometer." Analyses of the participants' various fault attribution ratings revealed that they tended to agree more strongly that a child's parents and his/her biological condition are at fault for the onset and the perpetuation of the child's undesirable characteristic than is the child him/herself. Despite the participants' reluctance to blame a hypothetical child for his/her undesirable characteristic, regression analyses revealed that, in general, the more they blamed the child for the onset of his/her undesirable characteristic, the more negative their attitude was toward the child. However, the participants' ratings of the extent to which the child's parents or biological condition are at fault for the onset and the perpetuation of the child's undesirable characteristic were not found to be associated with their attitude toward any of the children. Similarities and differences between the present findings and those reported in prior studies involving younger individuals are addressed. Language: en |
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Keywords |
Fault attributions; peer evaluation; social cognition |