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Hostile Cognitions and Aggressive Responses Toward Excluders in Japanese Children
https://osf.io/587eu
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2024-06-28
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Experiencing social exclusion increases individuals’ negative cognitions, and antisocial behaviors (DeWall et al., 2009; Quarmley et al., 2022; Reijntjes et al., 2011). For example, Reijntjes et al. (2011) revealed that adolescents who experienced exclusion experimentally reported higher hostile cognition toward excluders and this mediated higher aggressive responses toward them. The relationship between exclusion and aggressive responses is widely documented among adolescents and adults (e.g., Quarmley et al., 2022). Such findings are consistent with studies in younger children. Specifically, several studies have revealed that children who experienced exclusion (reported by other people such as peers) predicted their later higher tendency of hostile cognitions and aggression (Dodge et al., 2003; Lansford et al., 2010; Stenseng et al., 2014). However, those studies in younger children are mostly conducted in non-experimental settings and have not directly examined the causal relationship between exclusion and aggression toward the excluders. Since children significantly develop their detecting skills regarding social exclusion including higher hostile cognition toward excluders during preschool years (Hwang & Markson, 2020; Yamamoto et al., in prep), investigating whether they also could behave selectively toward excluders during the early period contributes to understanding the phenomenon. Therefore, this study investigates whether excluded preschoolers report higher hostile cognition toward excluders and whether this mediates higher aggressive responses toward excluders. In this study, we examine (1) whether Japanese preschool children show higher hostile cognition toward excluders, (2) whether aggressive responses toward excluders follow social exclusion, and (3) whether the relationship between exclusion and aggression is mediated by their hostile cognition toward excluders. Social inclusion and exclusion will be manipulated by a ball-tossing game (Williams & Jarvis, 2006). All children will play social inclusion and exclusion conditions in counterbalanced orders. Each condition lasted approximately 1 minute with 20 throws. In the inclusion condition, children will receive the ball in one-third out of the 20 throws. In the exclusion condition, children will receive the ball two times in the first half of the time and then never. After each condition, children will answer the following questions: (a) amount of received throws (manipulation check), (b) hostile cognition toward excluders, and (c) aggressive responses toward excluders. (a) Amount of received throws will be assessed by asking children about the extent of the throws they received during the game. (b) Hostile cognition toward excluders will be assessed by asking children to what extent the previous players were nice or mean. (c) Aggressive responses toward previous players will be assessed in two ways: by asking children to what extent they would like to give the ball to previous players (the less indicates more aggressive in retaliating against the previous players), and by asking children to distribute stickers with some of them being torn to previous players (the more torn stickers distribution indicates more aggressive). In addition, this study explores whether children’s level of independent selves moderates the relationship between exclusion and aggression. Since several studies have suggested that individuals in low-independent cultures report different patterns of emotions and cognitions than individuals in high-independent cultures (Kimel et al., 2017; Over & Uskul, 2016), exploring the effect of cultural selves on aggressive responses would provide some implications. Specifically, since individuals with high interdependent selves are suggested to have holistic thinking and construe events as inevitable (Yates & de Oliveira, 2016), exclusion is suggested to lead them to feel like nothing can be done and trigger higher sadness (Kimel et al., 2017; Smith & Ellsworth, 1985) which is less related to later aggressive responses (Chow et al., 2008). On the other hand, individuals with high independent selves are more likely to exhibit anger (Kimel et al., 2017), which is related to later aggressive responses than sadness (Chow et al., 2008). Therefore, we explore whether children with high levels of independent selves show higher hostile cognitions and aggressive responses than children with low levels of independent selves. In assessing children’s independent selves, this study focuses on their parents’ level of cultural selves because the parents might mainly help and shape their children to understand the surrounding social world through parenting. Thus, during the game, their parents reported their levels of cultural selves by questionnaire (Park & Kitayama, 2014; Park et al., 2016).
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https://osf.io/587eu
https://doi.org/10.17605/OSF.IO/587EU
dcterms:modified
2024-09-20
dcterms:title
Hostile Cognitions and Aggressive Responses Toward Excluders in Japanese Children
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Hostile Cognitions and Aggressive Responses Toward Excluders in Japanese Children
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2024-06-05
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https://osf.io/2htws
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Hostile Cognitions and Aggressive Responses Toward Excluders in Japanese Children
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