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Children's and adolescents' expectations, evaluations and reasoning about a bystander who challenges social exclusion within intragroup and intergroup peer contexts.

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Adolescents, unlike children, displayed more prosocial bystander behavior in intergroup exclusion scenarios, especially when majority peers excluded minority peers. Verbal reactions to exclusion increased with age, supporting the Social Reasoning Developmental approach.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Cyberpsychology

Background:

  • Social exclusion is a prevalent issue impacting youth development.
  • Understanding bystander behavior in digital environments is crucial for addressing exclusion.
  • The Social Reasoning Developmental (SRD) approach offers a framework for examining social exclusion.

Purpose of the Study:

  • To investigate prosocial bystander behavior in response to social exclusion in an online game.
  • To examine how group membership and status influence bystander reactions in intergroup and intragroup contexts.
  • To explore developmental differences in prosocial bystander behavior and verbal reactions to exclusion.

Main Methods:

  • Participants (N=292; ages 8-15) played the Cyberball game, a virtual ball-throwing task.
  • They witnessed peer exclusion scenarios manipulated for intergroup/intragroup and prototypical/nonprototypical contexts.
  • Prosocial bystander behavior and verbal reactions to exclusion were measured.

Main Results:

  • Adolescents exhibited more prosocial bystander behavior than children in intergroup exclusion.
  • Adolescents, unlike children, showed increased prosocial behavior in prototypical intergroup exclusion (majority excluding minority).
  • Verbal reactions to exclusion and challenging exclusionary motivations increased with age.

Conclusions:

  • Bystander behavior in response to social exclusion is influenced by age, group dynamics, and context.
  • Findings support the Social Reasoning Developmental (SRD) approach, highlighting the role of group status in late childhood and adolescence.
  • Digital interventions can be designed to foster prosocial bystander behavior and mitigate social exclusion.