Children’s domain-specific self-evaluations and global self-worth:: A preregistered cross-cultural meta-analysis

Which domain-specific self-evaluations are most central to children’s global self-worth? And does this differ between countries with different levels of collectivism–individualism? We conducted a preregistered cross-cultural meta-analysis to address these questions. We included 141 independent samples (21 countries/regions, 584 cross-sectional effect sizes), totaling 33,120 participants in middle to late childhood, a critical age for self-worth development. Overall, global self-worth was most strongly correlated with self-evaluations in the domain of physical appearance (r = .64), followed by behavioral conduct, peer relations, academic competence, athletic competence, and parent relations (rs = .39 to .54). Global self-worth was equally strongly correlated with agentic and communal self-evaluations (r = .51 and .52, respectively). The strength of these associations did not vary significantly by country-level collectivism–individualism. These findings reveal the robust correlates of self-worth across cultures and raise important new questions about when and how culture shapes the development of children’s global self-worth

Маркетинговий менеджмент як регулятор торгівлі

У статті розглянуто актуальний стан і можливості покращення макроекономічної ситуації в Україні шляхом використання маркетингового менеджменту як регулятора внутрішніх резервів активізації торгівлі та споживання.В статье рассмотрены актуальное состояние и возможности улучшения макроэкономической ситуации в Украине путем использования маркетингового менеджмента как регулятора внутренних резервов активизации торговли и потребления.In the article the actual condition and the ways of macroeconomic situation in Ukraine improvement by usage of marketing management as an internal trade and consumption reserves regulator are considered

Lil'Scientist

DUTCH Kinderen zijn van nature kleine wetenschappers: ze worden geboren met intrinsieke nieuwsgierigheid, vormen hypothesen over hoe de wereld werkt, verzamelen informatie en komen zo tot nieuwe inzichten. Toch denken veel kinderen dat wetenschap niet voor hen is weggelegd. Dat geldt vooral voor meisjes, kinderen met een niet-westerse migratieachtergrond en kinderen zonder hoopgeleide ouders. Met behulp van Lil’Scientist willen we dit veranderen en kinderen op unieke wijze betrekken bij wetenschap! Deze pagina maakt onze lespakketten gratis beschikbaar voor basisschoolleerkrachten door heel Nederland. ENGLISH Children are little scientists: They are born with intrinsic curiosity, generate hypotheses about how the world works, collect data, and gain new insights. At the same time, many children believe that science is not for them. This is especially the case for girls, children with non-Western migration backgrounds, and children from socioeconomically disadvantaged backgrounds. With Lil’Scientist, we change this by engaging children as real scientists! This pages makes our educational materials freely available to elementary school teachers throughout the Netherlands. Partners: De Jonge Akademie (DJA), Stichting IMC Weekendschool, Citizen Science Lab Leiden, NEMO Science Museum, New Scientist, Brein in Beeld, Pieter Hulst. Researchers: Eddie Brummelman, Birgit Bekker, Hanneke Hulst, Frans Snik, Anne Land-Zandstra, Margaret Gold Funder: NWA Science Communication, Dutch Research Council (NWO

“You did incredibly well!”: teachers’ inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking)

Abstract Can teachers’ inflated praise make children from low socioeconomic status (SES) backgrounds seem less smart? We conducted two preregistered experiments to address this question. We used hypothetical scenarios to ensure experimental control. An experiment with primary school teachers (N = 106, ages 21–63) showed that when a child from a low-SES (vs. high-SES) background succeeded in school, teachers attributed this success more to hard work and delivered more inflated praise (e.g., “You did incredibly well!”) but less modest praise (e.g., “You did well!”). An experiment with primary school children (N = 63, ages 10–13) showed that when children learned that another child received inflated praise (while an equally performing classmate received modest praise or no praise), they perceived this child as less smart but more hardworking. These studies provide converging evidence that teachers’ inflated praise, although well-intentioned, can make children from low-SES backgrounds seem less smart, thereby reinforcing negative stereotypes about these children’s academic abilities

Responses to Students' Success

This project provides the preregistration, data, code, and materials for Study 1 of Schoneveld & Brummelman, npj Science of Learning

How Children Construct Views of Themselves : A Social-Developmental Perspective

As they grow up, children construct views of themselves and their place in the world, known as their self-concept. This topic has often been addressed by social psychologists (studying how the self-concept is influenced by social contexts) and developmental psychologists (studying how the self-concept changes over time). Yet, relatively little is known about the origins of the self-concept. This article calls for research that bridges social and developmental psychology to illuminate this important issue. Adopting such a social-developmental approach, the current special section shows that children construct their self-concept based on the social relationships they have, the feedback they receive, the social comparisons they make, and the cultural values they endorse. These findings underline the deeply social nature of self-development

How Children Construct Views of Themselves: A Social-Developmental Perspective

As they grow up, children construct views of themselves and their place in the world, known as their self-concept. This topic has often been addressed by social psychologists (studying how the self-concept is influenced by social contexts) and developmental psychologists (studying how the self-concept changes over time). Yet, relatively little is known about the origins of the self-concept. This article calls for research that bridges social and developmental psychology to illuminate this important issue. Adopting such a social-developmental approach, the current special section shows that children construct their self-concept based on the social relationships they have, the feedback they receive, the social comparisons they make, and the cultural values they endorse. These findings underline the deeply social nature of self-development