Young people's reasoning about exclusion in novel groups

Perceived contact with friends from lower socioeconomic status reduces exclusion based on social class

This study investigated children's and adolescents' reasoning about intergroup exclusion based on social class from educational opportunities in Türkiye. The role of children's and adolescents' perceived contact with friends from different socioeconomic backgrounds on their evaluations of exclusion and personal solutions to the exclusion was also examined. Participants (N = 270) included 142 children (8-10 years old, Mage = 9.80; SD = 0.82; 53.5% girls) and 128 adolescents (14-16 years old, Mage = 15.46; SD = 0.91, 61.7% girls) from lower (N = 144) and higher (N = 126) socioeconomic backgrounds. Results showed that while most participants viewed social class-based exclusion as wrong, adolescents were more likely to view it as wrong than were children. Adolescents from lower SES approached social class-based exclusion as less acceptable than did adolescents from higher SES who referred to expectations about conformity to authority and the status quo. Moderation analyses showed that for adolescents from higher SES, higher perceived contact with friends from lower SES was associated with decreased acceptability of exclusion and increased motivation to provide equity. RESEARCH HIGHLIGHTS: Overall, adolescents living in a country with economic instability evaluated social class-based exclusion from educational opportunities among peers as unfair and wrong. Adolescents from lower SES viewed social class-based exclusion as less acceptable than did adolescents from higher SES. Adolescents from higher SES expected that excluders' intentions were motivated by conforming to authority and supporting the status quo more frequently than did children. For adolescents from higher SES, perceived contact with friends from lower SES was associated with decreased acceptability of exclusion and increased motivation to provide equity.

Prospective associations between mothers' and fathers' parenting styles and adolescents' moral values: Stability and specificity by parent style and adolescent gender

This study coordinates moral value development in adolescence, parenting style, and gender with issues of stability and specificity. The primary research question asked whether parenting styles of mothers and fathers influence the development of adolescent moral values, and secondary research questions asked whether adolescent moral values were stable and whether gender moderated predictive relations of parenting styles and adolescent moral values. At 14 and 18 years, a sample of 246 adolescents completed the Sociomoral Reflection Objective Measure - Short Form; at 14 years, mothers and fathers self-reported their parenting styles using the Parental Authority Questionnaire. Exploratory and confirmatory factor analyses established a 2-factor model of adolescent moral values across the two ages: Life and Social Contract captured prosocial aspects of morality that are left to individual choice, and Law and Social Order captured acts that are legally or morally obligatory for individuals to perform. Structural equation modeling investigated relations between parental parenting styles and the two adolescent moral value factors, with adolescent age, gender, and family SES as covariates. Both moral values factors had high stabilities across the 4-year period. Mothers' authoritarian parenting at 14 years, but not their authoritative or permissive parenting, negatively predicted Life and Social Contract moral values, but not Law and Social Order, in adolescents at 18 years, more so for boys. Fathers' parenting styles did not predict adolescents' moral values at 18 years. Girls and adolescents from higher-SES families had higher Life and Social Contract moral values at 14 years; boys experienced more increases in Life and Social Contract moral values from 14 to 18 years than girls. Stability and parental predictive validity of moral values for adolescence are discussed.

Psychological experience among internship nurses at different internship stages: A qualitative study

AIM

Some studies have found that clinical practice has caused great pressure and negative psychological experience to nursing students. Therefore, this study aimed to identify psychological experience at different internship stages among internship nurses.

DESIGN

A qualitative study.

METHODS

In this qualitative study, one-to-one in-depth interviews and mixed data analysis strategies were conducted among internship nurses from May 2018 to February 2019.

RESULTS

The pressure of the initial stage was operational pressure (80.0%), intermediate stage was nurse-patient communication (50.0%), and last stage was employment pressure (70.6%). Nursing students mainly expected to improve their operational and communication skills, and to acquire clinical experience, thinking ability and frontier knowledge. 62.5% students said ambivalent on "let us practice with being monitored," especially in the last stage (88.2%). Clinical nursing teaching should pay attention to this dynamic experience and their factors and take corresponding measures to improve the quality of internship.

The consequences of outgroup helping: Children's and adolescents' reasoning

The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: M_age = 9.07 years, SD = 0.38; eighth graders: M_age = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generosity, and the low salience of the act of helping were used to reject exclusion. The findings contribute to developmental research on intergroup relations and exclusion from peer groups.