Related Experiment Video
Updated: Apr 10, 2026

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
Luke McGuire1, Adam Rutland1, Drew Nesdale2
1Goldsmiths, University of London.
Abstract:
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5-11 years, in a between-subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in-group peer and school norm to influence children's intergroup attitudes.
More Related Videos
10:26Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
07:56Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
Published on: September 19, 2019
Related Concept Videos
Social Foundations of Self II: The Generalized Other
Impact of Groups on Individuals
Influence of Parents and Peers on Identity
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
Social Proof
Socioemotional Experience and Gender Development
Self-Evaluation: Self-Enhancement and Self-Verification