Related Experiment Video
Updated: Jul 22, 2026
08:09
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Saudi Arabian children's reasoning about religion-based exclusion
Munirah Alsamih1,2, Harriet R Tenenbaum1
1University of Surrey, UK.
The British Journal of Developmental Psychology
|February 21, 2018
Summary
Saudi Arabian children view peer exclusion differently based on who initiates it. They find it more acceptable when a father, rather than a peer, enforces religious exclusion, using social conventional reasons.
Area of Science:
- Developmental Psychology
- Social Psychology
- Cross-Cultural Psychology
Background:
- Existing research indicates children typically do not defer to authority regarding peer exclusion decisions.
- Children often perceive peer exclusion as a moral issue, believing authority figures should not mandate it.
Purpose of the Study:
- To investigate how Saudi Arabian children evaluate religiously motivated peer exclusion.
- To compare children's judgments when exclusion is perpetrated by a peer versus a father.
Main Methods:
- The study involved Saudi Arabian children aged 8-10 years.
- Participants evaluated scenarios of peer exclusion based on religion, varying the perpetrator (peer or father).
Main Results:
- Children considered exclusion more acceptable when initiated by a father compared to a peer.
- Social conventional reasoning was more frequently used to justify exclusion when a father was the perpetrator.
Conclusions:
- Findings suggest Saudi Arabian children's views on peer exclusion are influenced by cultural context and authority figures.
- Social domain theory should incorporate cultural community factors when explaining children's reasoning about social exclusion.
Related Concept Videos
02:16Surveys
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
02:55Stereotypes, Prejudice, and Discrimination
Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who are...
01:30Reasoning
Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
01:14Piaget's Stage 2 of Cognitive Development
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
01:30Socioemotional Experience and Gender Development
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.