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Children's Verbalizations and Cheating Behavior During Game Playing: The Role of Sociometric Status, Aggression, and Gender

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Abstract

The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants were 111 second-grade African American children, half average and half rejected sociometric status, half aggressive and half nonaggressive based on peer nominations, and half boys and half girls. Rejected children engaged in more cheating behavior and made more negative and argumentative verbalizations than average status children. Boys made more negative and argumentative verbalizations than girls. Aggressive children did not differ from nonaggressive children, in terms of either verbalizations or cheating behavior.

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Authors and Affiliations

  1. University of Delaware, Newark, Delaware

    Ronnie M. Rubin & Julie A. Hubbard

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  1. Ronnie M. Rubin
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  2. Julie A. Hubbard
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Correspondence to Julie A. Hubbard.

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Rubin, R.M., Hubbard, J.A. Children's Verbalizations and Cheating Behavior During Game Playing: The Role of Sociometric Status, Aggression, and Gender. J Abnorm Child Psychol 31, 65–78 (2003). https://doi.org/10.1023/A:1021773316251

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