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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Moral Development

Background:

  • Social roles are theorized to shape moral obligations, but their impact on children's behavior is not well understood.
  • This study investigates the influence of assigned social roles and peer modeling on prosocial behavior in young children.

Purpose of the Study:

  • To examine if assigning a social role increases sharing behavior in 5- to 6-year-old children.
  • To determine if peer modeling enhances role-based sharing.
  • To explore the interplay between assigned roles, peer models' roles, and normative judgments about sharing.

Main Methods:

  • Two studies were conducted with 192 Chinese children (96 girls).
  • Study 1 involved assigning a "duty student" role or no role, followed by observing peer models (either all "duty students" or all without roles) sharing generously before a sharing task.
  • Study 2 examined the effect of role assignment alone, without peer modeling.

Main Results:

  • In Study 1, children assigned the "duty student" role shared significantly more after observing peer models compared to those without a role.
  • Children's normative judgments about sharing were influenced by their own roles and the models' roles, and these judgments correlated with sharing behavior.
  • Study 2 showed that role assignment alone did not increase sharing, and normative judgments were unaffected and unrelated to behavior.

Conclusions:

  • Young children exhibit role-based prosocial behavior, demonstrating an early understanding of role ethics.
  • Peer modeling is a crucial factor in enhancing role-based morality and prosocial behavior in children.
  • Social roles and observed behavior interact to shape children's moral judgments and actions.