TY  - JOUR
PY  - 2022//
TI  - Being helpful to other-gender peers: school-age children's gender-based intergroup prosocial behaviour
JO  - British journal of developmental psychology
A1  - Xiao, Sonya Xinyue
A1  - Martin, Carol Lynn
A1  - Spinrad, Tracy L.
A1  - Eisenberg, Nancy
A1  - DeLay, Dawn
A1  - Hanish, Laura D.
A1  - Fabes, Richard A.
A1  - Oswalt, Krista
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - Promoting prosocial behaviour towards those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goals were to better understand the development of school-age children's intergroup prosocial behavior and the extent to which elementary school-age children consider their own and the recipient's gender in prosocial behaviour. Participants included 515 3rd, 4th and 5th graders (263, 51.1% boys, M(ageinyears)  = 9.08, SD = 1.00) surveyed in the fall (T1) and spring (T2). We assessed children's prosociality using peer nominations. Children became more prosocial toward same-gender peers over time but prosocial behavior toward other-gender peers remained stable. We found that gender mattered: Children showed an ingroup bias in prosociality favouring members of their own-gender group. Having other-gender friendships positively predicted children's prosocial behaviour towards other-gender peers over time. Children's felt similarity to other-gender peers was not directly, but indirectly, related to more prosocial behaviour toward other-gender peers. <br><br>FINDINGS shed light on potential pathways to fostering school-age children's intergroup prosocial behaviors.<p />  <p>Language: en</p>
LA  - en
SN  - 0261-510X
UR  - http://dx.doi.org/10.1111/bjdp.12426
ID  - ref1
ER  -