Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences

Naomi C.Z. Andrews; Carol L. Martin; Ryan D. Field; Rachel E. Cook; Jieun Lee

doi:10.1111/cdev.12596

Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences

Naomi C.Z. Andrews, Carol L. Martin, Ryan D. Field, Rachel E. Cook, Jieun Lee

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

This study examined children's expectancies about interactions with own- and other-gender peers. Goals were to examine expectancies about the outcomes related to own- versus other-gender group interactions, assess cohort and temporal changes in expectancies, and assess the effect of expectancies on school-related outcomes. Students in second and fourth grades (N = 412, 47% girls, Mage = 7.15 and 9.10 years, respectively) were followed longitudinally for 1 year. Results supported hypotheses that social costs and inclusion-enjoyment that children expect in interactions with own- and other-gender peers represent four constructs. Expectancies varied by gender, age, and differentially predicted school outcomes with inclusion expectancies more strongly relating to outcomes than cost expectancies. Implications of children's expectancies about gendered contexts are discussed.

Original language	English (US)
Pages (from-to)	1423-1435
Number of pages	13
Journal	Child Development
Volume	87
Issue number	5
DOIs	https://doi.org/10.1111/cdev.12596
State	Published - Sep 1 2016
Externally published	Yes

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.12596

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abstract = "This study examined children's expectancies about interactions with own- and other-gender peers. Goals were to examine expectancies about the outcomes related to own- versus other-gender group interactions, assess cohort and temporal changes in expectancies, and assess the effect of expectancies on school-related outcomes. Students in second and fourth grades (N = 412, 47% girls, Mage = 7.15 and 9.10 years, respectively) were followed longitudinally for 1 year. Results supported hypotheses that social costs and inclusion-enjoyment that children expect in interactions with own- and other-gender peers represent four constructs. Expectancies varied by gender, age, and differentially predicted school outcomes with inclusion expectancies more strongly relating to outcomes than cost expectancies. Implications of children's expectancies about gendered contexts are discussed.",

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Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences

Abstract

ASJC Scopus subject areas

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