The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior
Sharing with others is an important prosocial behavior, which is widely developed in early childhood. Numerous studies have demonstrated that single characteristics (routine behaviors or inter-group relations) of the recipient impact children’s sharing behavior. However, there is still a lack of und...
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MDPI AG
2025-02-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/3/254 |
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| author | Hang Liu Zhengmei Ma Shiyin Chen Lijie Zhang Lu Wang |
| author_facet | Hang Liu Zhengmei Ma Shiyin Chen Lijie Zhang Lu Wang |
| author_sort | Hang Liu |
| collection | DOAJ |
| description | Sharing with others is an important prosocial behavior, which is widely developed in early childhood. Numerous studies have demonstrated that single characteristics (routine behaviors or inter-group relations) of the recipient impact children’s sharing behavior. However, there is still a lack of understanding of the factors that influence sharing decisions in children with dual characteristics. In Experiment 1, 112 children aged 4–6 years (<i>M<sub>age</sub></i> = 5.55, girls account for 50%) participated in a sticker-sharing task, and the results indicated that older children (aged 5 and 6 years) were more willing to share and shared more stickers. Additionally, children shared more stickers with recipients who exhibited good routine behaviors compared to those who had poor behaviors. In total, 134 children aged 4–6 years (<i>M<sub>age</sub></i> = 5.47, girls account for 50.1%) participated in Experiment 2. The results indicated that children share more stickers with a friend than with a stranger. When recipients possessed dual characteristics, they shared more stickers with a stranger who had good routine behaviors than with a friend who had poor ones. Therefore, children are selective in their sharing, and when confronted with a recipient with dual characteristics, children prioritize the recipient’s prior performance of moral norms over interpersonal distance. |
| format | Article |
| id | doaj-art-2d371a73d6c5487d97a85cc35b5fd5ea |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-2d371a73d6c5487d97a85cc35b5fd5ea2025-08-20T02:42:41ZengMDPI AGBehavioral Sciences2076-328X2025-02-0115325410.3390/bs15030254The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing BehaviorHang Liu0Zhengmei Ma1Shiyin Chen2Lijie Zhang3Lu Wang4Faculty of Education, Northeast Normal University, Changchun 130024, ChinaFaculty of Education, Northeast Normal University, Changchun 130024, ChinaFaculty of Education, Northeast Normal University, Changchun 130024, ChinaFaculty of Education, Northeast Normal University, Changchun 130024, ChinaFaculty of Education, Northeast Normal University, Changchun 130024, ChinaSharing with others is an important prosocial behavior, which is widely developed in early childhood. Numerous studies have demonstrated that single characteristics (routine behaviors or inter-group relations) of the recipient impact children’s sharing behavior. However, there is still a lack of understanding of the factors that influence sharing decisions in children with dual characteristics. In Experiment 1, 112 children aged 4–6 years (<i>M<sub>age</sub></i> = 5.55, girls account for 50%) participated in a sticker-sharing task, and the results indicated that older children (aged 5 and 6 years) were more willing to share and shared more stickers. Additionally, children shared more stickers with recipients who exhibited good routine behaviors compared to those who had poor behaviors. In total, 134 children aged 4–6 years (<i>M<sub>age</sub></i> = 5.47, girls account for 50.1%) participated in Experiment 2. The results indicated that children share more stickers with a friend than with a stranger. When recipients possessed dual characteristics, they shared more stickers with a stranger who had good routine behaviors than with a friend who had poor ones. Therefore, children are selective in their sharing, and when confronted with a recipient with dual characteristics, children prioritize the recipient’s prior performance of moral norms over interpersonal distance.https://www.mdpi.com/2076-328X/15/3/254childrenshareroutine behaviorsinter-group relationsmoral judgments |
| spellingShingle | Hang Liu Zhengmei Ma Shiyin Chen Lijie Zhang Lu Wang The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior Behavioral Sciences children share routine behaviors inter-group relations moral judgments |
| title | The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior |
| title_full | The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior |
| title_fullStr | The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior |
| title_full_unstemmed | The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior |
| title_short | The Role of Recipients’ Inter-Group Relations and Routine Behaviors in the Development of Children’s Sharing Behavior |
| title_sort | role of recipients inter group relations and routine behaviors in the development of children s sharing behavior |
| topic | children share routine behaviors inter-group relations moral judgments |
| url | https://www.mdpi.com/2076-328X/15/3/254 |
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