Drew Nesdale
Datos Biográficos
| ID | 108187 |
|---|---|
| NOMBRE | Drew Nesdale |
| NOMBRES | Drew |
| APELLIDO | Nesdale |
| FIRMA | NESDALE D |
| AFILIACIONES | Griffith University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAS | 266 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 9 |
Emotion regulation and support from others
INTRODUCTION: Adolescents and young adults who overemphasize the social values placed on an attractive appearance may develop body dysmorphic symptoms (BDS), defined as over-preoccupation with perceived appearance flaws and repetitive behaviors to conceal the flaws. Further, research has found that a heightened expectation of judgement and rejection by others because of appearance (i.e., appearance-based rejection sensitivity [appearance-RS]) is …
The Wiley Handbook of Group Processes in Children and Adolescents
Wiley Handbook of Group Processes in Children and Adolescents
Pretty Pressure” From Peers, Parents, and the Media
Drawing from the tripartite sociocultural model of body image, the researchers examined whether direct messages and modeling from peers, parents, and media were concurrently and prospectively associated with appearance-based rejection sensitivity (appearance-RS) in young adolescents (M age = 12.0 years). Appearance-RS was higher among those who concurrently reported more appearance-related teasing and pressure by peers, more parent teasing, and g…
Popularity
We investigated the contribution of popularity, popularity prioritization, and gender to the explanation of bullying and defending behavior. Participants were 191 early adolescents (124 girls and 67 boys), aged from 10.9 to 13.6 years. Results revealed that adolescents high on popularity were more likely to bully others. Greater popularity prioritization was also associated with more bullying among boys with high levels, and girls with low levels…
Relational Victimization, Loneliness and Depressive Symptoms
Peer Group Rejection in Childhood
This study examined the reactions of 6 to 12 year old children (N = 144) to in‐group members who accepted or rejected them, and assessed whether their reactions were influenced by their rejection sensitivity (RS) and social acumen (SA). After completing measures of RS and SA, children participated in an intergroup simulation in which they were accepted or unambiguously versus ambiguously rejected by their group. Findings indicated that whereas am…
Social Acumen
Anxious and Angry Rejection Sensitivity, Social Withdrawal, and Retribution in High and Low Ambiguous Situations
OBJECTIVE: Rejection sensitivity (RS) is a tendency to expect, perceive, and overreact to rejection. Our objective was to examine whether anxious and angry RS have specific associations with negative social reactions, and whether responses are intensified in situations of high rejection ambiguity. METHOD: In two studies, youth (N = 464 and N = 371) reported their RS and anticipated responses to social scenarios. In Study 1, all scenarios portraye…
Rejection Sensitivity, Social Withdrawal, and Loneliness in Young Adults
Rejection sensitivity (RS) has significant negative impacts on individuals' social cognitions, feelings, and interpersonal behaviors. The present research assessed the hypothesis that the effect of RS on young adults' loneliness is mediated by their tendency to withdraw from social contact so as to avoid possible rejection. Participants completed measures of their RS, their tendencies to engage in social withdrawal to avoid rejection, and their l…
The Development of the Universal Ethnic Identity Scale (Ueis) for use in an Australian context
The aim of the present research was to develop a measure that assessed the level of ethnic identification of adults from diverse ethnic backgrounds, as well as individuals' level of ethnic identification with a host culture following migration. In the first study, an ethnically diverse sample of 275 people (138 males and 137 females) responded to a range of new items, as well as items drawn from related scales. Factor analysis revealed three dime…
Social identity processes and children’s ethnic prejudice
Social group norms, school norms, and children's aggressive intentions
This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children ( n =384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group mem…
Group membership, group norms, empathy, and young children's intentions to aggress
This study assessed the effect of ingroup norms and empathy on 6 and 9‐year‐old children's ( N =161) attitudes and aggressive intentions toward outgroup members. Prior to an intergroup drawing competition against an outgroup, participants' empathy was measured, and they were randomly assigned to a simulated group with a norm of direct or indirect aggression, or no aggression norm. Results indicated participants' attitudes were less positive towar…
Peer Groups, Social Identity, and Children's Bullying Behavior
Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra‐group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within‐group similarities in bullying behaviors. In addition, bullying was found to be greater when …
Effects of Group Norms on Children's Intentions to Bully
A minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter‐group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out‐group dislike or out‐group liking. Results indicated that, regardless of group norms, the children's attitudes were more positive towards the in‐group vs. the out‐group. Children's bullying intent…
Teachers’ Reactions to Children's Aggression
Drawing on social schema theory ( Fiske & Taylor, 1991 ) and social identity theory ( Tajfel & Turner, 1979 ), this study examined the impact on teachers’ reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers ( N =90) each read a scenario that described an aggressive episode committed by a group of boys against a boy fro…
In-group and out-group attitudes of ethnic majority and minority children
Group Norms, Threat, and Children's Racial Prejudice
To assess predictions from social identity development theory (SIDT; Nesdale, 2004) concerning children's ethnic/racial prejudice, 197 Anglo-Australian children ages 7 or 9 years participated in a minimal group study as a member of a team that had a norm of inclusion or exclusion. The team was threatened or not threatened by an out-group that was of the same or different race. Consistent with SIDT, prejudice was greater when the in-group had a no…
Threat, Group Identification, and Children's Ethnic Prejudice
This experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999 ), that children's tendency to show out‐group prejudice depends on the strength of their in‐group identification and/or their perception of threat from the out‐group. Anglo‐Australian children (N= 480) aged 6, 7, or 9 years were assigned to a high‐status team and their identification with the in‐group (high vs. low) was manipulated together with threat…
Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students
This study examined whether collectivism versus individualism influences participants' attitudes toward group-based bullying. Student members of a collectivistic culture (Japan; n = 158) versus an individualistic culture (Australia; n = 157) read about a school bullying episode. Collectivistic responses were predicted when the victim was a student from the same culture as the participant, and the classroom group had a norm of bullying versus help…
Ethnic identification, self-esteem and immigrant psychological health
Acculturation Attitudes and the Ethnic and Host‐Country Identification of Immigrants
This study assessed a number of potential predictors of host‐country and ethnic‐group identification of members of immigrant groups to Australia. The study included 281 adult participants from Vietnam, Hong Kong, and New Zealand, who responded to questions relating to their acculturation attitudes, host‐culture and ethnic‐group identification, and experiences in their new country. Results showed that the predictors of host country (Australian) id…
Social Identity and the Development of Children's Group Attitudes
This study assessed predictions drawn from social identity theory (SIT; Tajfel & Turner) concerning the acquisition of young children's intra- and intergroup attitudes and cognitions. In a minimal group study, 5- and 8-year-old children (N= 258) were arbitrarily assigned to teams that varied in their drawing ability (social status). In addition, the study varied the extent to which the children believed they could change teams (social mobility) a…
Migrant Distress
This paper examines the relationships among perceived racial discrimination, coping resources, and psychological distress experienced by 372 ethnic Chinese migrants in 3 Australian cities, within the social context of ongoing debates on Asian immigration. Based on the stress‐coping‐strain framework, it was expected that migrants’ recent increases in psychological distress would be associated with greater perceived racial discrimination, and lower…
Migrant Ethnic Identity and Psychological Distress
Although a considerable amount of research has addressed aspects of refugee and migrant adjustment to their new country of residence, little attention has been given to the causal impact of migrant ethnic identity on the adjustment process. To assess this issue, a model of migrant psychological distress was developed in which ethnic identity was predicted to influence personal coping resources (i.e., self-esteem, self-mastery, interpersonal trust…
Ethnic identification, self-esteem and immigrant psychological health
Acculturation Attitudes and the Ethnic and Host‐Country Identification of Immigrants
This study assessed a number of potential predictors of host‐country and ethnic‐group identification of members of immigrant groups to Australia. The study included 281 adult participants from Vietnam, Hong Kong, and New Zealand, who responded to questions relating to their acculturation attitudes, host‐culture and ethnic‐group identification, and experiences in their new country. Results showed that the predictors of host country (Australian) id…
Evaluations and Stereotyping of Accented Speakers by Pre-Adolescent Children
An experiment was carried out to examine the effect of language accents on children's evaluations and stereotyping. Forty 10-year-old and 40 12-year-old Australian children from monocultural and multicultural schools listened to the same passage read in English by boys with strong and mild Italo-Australian and Viet-Australian accents, and broad (i.e., strong) and general (i.e., mild) Australian accents. In addition, for half the children each acc…
Threat, Group Identification, and Children's Ethnic Prejudice
This experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999 ), that children's tendency to show out‐group prejudice depends on the strength of their in‐group identification and/or their perception of threat from the out‐group. Anglo‐Australian children (N= 480) aged 6, 7, or 9 years were assigned to a high‐status team and their identification with the in‐group (high vs. low) was manipulated together with threat…
Popularity
We investigated the contribution of popularity, popularity prioritization, and gender to the explanation of bullying and defending behavior. Participants were 191 early adolescents (124 girls and 67 boys), aged from 10.9 to 13.6 years. Results revealed that adolescents high on popularity were more likely to bully others. Greater popularity prioritization was also associated with more bullying among boys with high levels, and girls with low levels…
Migrant Distress
This paper examines the relationships among perceived racial discrimination, coping resources, and psychological distress experienced by 372 ethnic Chinese migrants in 3 Australian cities, within the social context of ongoing debates on Asian immigration. Based on the stress‐coping‐strain framework, it was expected that migrants’ recent increases in psychological distress would be associated with greater perceived racial discrimination, and lower…
Effect of contact on intercultural acceptance
Peer Groups, Social Identity, and Children's Bullying Behavior
Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra‐group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within‐group similarities in bullying behaviors. In addition, bullying was found to be greater when …
In-group and out-group attitudes of ethnic majority and minority children
Group membership, group norms, empathy, and young children's intentions to aggress
This study assessed the effect of ingroup norms and empathy on 6 and 9‐year‐old children's ( N =161) attitudes and aggressive intentions toward outgroup members. Prior to an intergroup drawing competition against an outgroup, participants' empathy was measured, and they were randomly assigned to a simulated group with a norm of direct or indirect aggression, or no aggression norm. Results indicated participants' attitudes were less positive towar…
Promoting Intercultural Contact Between Australian and International University Students
In view of the equivocal findings relating to the intercultural contact hypothesis and the practical issue of the lack of contact between Australian and international university students, a study was conducted to assess the efficacy of an intervention designed to promote contact between members of the two groups in one setting (a residential college) on their contact on the wider university campus, as well as their intercultural knowledge and acc…
Relational Victimization, Loneliness and Depressive Symptoms
Peer Group Rejection in Childhood
This study examined the reactions of 6 to 12 year old children (N = 144) to in‐group members who accepted or rejected them, and assessed whether their reactions were influenced by their rejection sensitivity (RS) and social acumen (SA). After completing measures of RS and SA, children participated in an intergroup simulation in which they were accepted or unambiguously versus ambiguously rejected by their group. Findings indicated that whereas am…
Social group norms, school norms, and children's aggressive intentions
This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children ( n =384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group mem…
Effects of Group Norms on Children's Intentions to Bully
A minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter‐group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out‐group dislike or out‐group liking. Results indicated that, regardless of group norms, the children's attitudes were more positive towards the in‐group vs. the out‐group. Children's bullying intent…
Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students
This study examined whether collectivism versus individualism influences participants' attitudes toward group-based bullying. Student members of a collectivistic culture (Japan; n = 158) versus an individualistic culture (Australia; n = 157) read about a school bullying episode. Collectivistic responses were predicted when the victim was a student from the same culture as the participant, and the classroom group had a norm of bullying versus help…
Pretty Pressure” From Peers, Parents, and the Media
Drawing from the tripartite sociocultural model of body image, the researchers examined whether direct messages and modeling from peers, parents, and media were concurrently and prospectively associated with appearance-based rejection sensitivity (appearance-RS) in young adolescents (M age = 12.0 years). Appearance-RS was higher among those who concurrently reported more appearance-related teasing and pressure by peers, more parent teasing, and g…
Teachers’ Reactions to Children's Aggression
Drawing on social schema theory ( Fiske & Taylor, 1991 ) and social identity theory ( Tajfel & Turner, 1979 ), this study examined the impact on teachers’ reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers ( N =90) each read a scenario that described an aggressive episode committed by a group of boys against a boy fro…
The Development of the Universal Ethnic Identity Scale (Ueis) for use in an Australian context
The aim of the present research was to develop a measure that assessed the level of ethnic identification of adults from diverse ethnic backgrounds, as well as individuals' level of ethnic identification with a host culture following migration. In the first study, an ethnically diverse sample of 275 people (138 males and 137 females) responded to a range of new items, as well as items drawn from related scales. Factor analysis revealed three dime…
Language and the Development of Children's Ethnic Prejudice
This article considers whether the study of children's language in intergroup contexts enhances our understanding of the development of children's ethnic prejudice. It is concluded that whereas children's ethnic preferences may be well established by 6 years of age, ethnic prejudice does not emerge in middle childhood. In addition, whether children develop ethnic prejudice does not appear to be directly dependent on their perceptualcognitive abil…
Evaluations and Stereotyping of Accented Speakers by Pre-Adolescent Children
An experiment was carried out to examine the effect of language accents on children's evaluations and stereotyping. Forty 10-year-old and 40 12-year-old Australian children from monocultural and multicultural schools listened to the same passage read in English by boys with strong and mild Italo-Australian and Viet-Australian accents, and broad (i.e., strong) and general (i.e., mild) Australian accents. In addition, for half the children each acc…
Promoting Intercultural Contact Between Australian and International University Students
In view of the equivocal findings relating to the intercultural contact hypothesis and the practical issue of the lack of contact between Australian and international university students, a study was conducted to assess the efficacy of an intervention designed to promote contact between members of the two groups in one setting (a residential college) on their contact on the wider university campus, as well as their intercultural knowledge and acc…
Migrant Ethnic Identity and Psychological Distress
Although a considerable amount of research has addressed aspects of refugee and migrant adjustment to their new country of residence, little attention has been given to the causal impact of migrant ethnic identity on the adjustment process. To assess this issue, a model of migrant psychological distress was developed in which ethnic identity was predicted to influence personal coping resources (i.e., self-esteem, self-mastery, interpersonal trust…
Effect of contact on intercultural acceptance
Immigrant acculturation attitudes and host country identification
This study assessed the efficacy of a model predicting the host country identification of members of immigrant groups. The model proposed that host country identification is primarily determined by the positivity of the immigrants' acculturation attitude towards living according to the standards and values of the host country, followed by the degree of acceptance by members of the dominant cultural group, the success immigrants experience in the …
Social Identity and the Development of Children's Group Attitudes
This study assessed predictions drawn from social identity theory (SIT; Tajfel & Turner) concerning the acquisition of young children's intra- and intergroup attitudes and cognitions. In a minimal group study, 5- and 8-year-old children (N= 258) were arbitrarily assigned to teams that varied in their drawing ability (social status). In addition, the study varied the extent to which the children believed they could change teams (social mobility) a…
Migrant Distress
This paper examines the relationships among perceived racial discrimination, coping resources, and psychological distress experienced by 372 ethnic Chinese migrants in 3 Australian cities, within the social context of ongoing debates on Asian immigration. Based on the stress‐coping‐strain framework, it was expected that migrants’ recent increases in psychological distress would be associated with greater perceived racial discrimination, and lower…
Language and the Development of Children's Ethnic Prejudice
This article considers whether the study of children's language in intergroup contexts enhances our understanding of the development of children's ethnic prejudice. It is concluded that whereas children's ethnic preferences may be well established by 6 years of age, ethnic prejudice does not emerge in middle childhood. In addition, whether children develop ethnic prejudice does not appear to be directly dependent on their perceptualcognitive abil…
Acculturation Attitudes and the Ethnic and Host‐Country Identification of Immigrants
This study assessed a number of potential predictors of host‐country and ethnic‐group identification of members of immigrant groups to Australia. The study included 281 adult participants from Vietnam, Hong Kong, and New Zealand, who responded to questions relating to their acculturation attitudes, host‐culture and ethnic‐group identification, and experiences in their new country. Results showed that the predictors of host country (Australian) id…
Ethnic identification, self-esteem and immigrant psychological health
Group Norms, Threat, and Children's Racial Prejudice
To assess predictions from social identity development theory (SIDT; Nesdale, 2004) concerning children's ethnic/racial prejudice, 197 Anglo-Australian children ages 7 or 9 years participated in a minimal group study as a member of a team that had a norm of inclusion or exclusion. The team was threatened or not threatened by an out-group that was of the same or different race. Consistent with SIDT, prejudice was greater when the in-group had a no…
Threat, Group Identification, and Children's Ethnic Prejudice
This experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999 ), that children's tendency to show out‐group prejudice depends on the strength of their in‐group identification and/or their perception of threat from the out‐group. Anglo‐Australian children (N= 480) aged 6, 7, or 9 years were assigned to a high‐status team and their identification with the in‐group (high vs. low) was manipulated together with threat…
Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students
This study examined whether collectivism versus individualism influences participants' attitudes toward group-based bullying. Student members of a collectivistic culture (Japan; n = 158) versus an individualistic culture (Australia; n = 157) read about a school bullying episode. Collectivistic responses were predicted when the victim was a student from the same culture as the participant, and the classroom group had a norm of bullying versus help…
Teachers’ Reactions to Children's Aggression
Drawing on social schema theory ( Fiske & Taylor, 1991 ) and social identity theory ( Tajfel & Turner, 1979 ), this study examined the impact on teachers’ reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers ( N =90) each read a scenario that described an aggressive episode committed by a group of boys against a boy fro…
In-group and out-group attitudes of ethnic majority and minority children
Peer Groups, Social Identity, and Children's Bullying Behavior
Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra‐group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within‐group similarities in bullying behaviors. In addition, bullying was found to be greater when …
Effects of Group Norms on Children's Intentions to Bully
A minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter‐group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out‐group dislike or out‐group liking. Results indicated that, regardless of group norms, the children's attitudes were more positive towards the in‐group vs. the out‐group. Children's bullying intent…
Group membership, group norms, empathy, and young children's intentions to aggress
This study assessed the effect of ingroup norms and empathy on 6 and 9‐year‐old children's ( N =161) attitudes and aggressive intentions toward outgroup members. Prior to an intergroup drawing competition against an outgroup, participants' empathy was measured, and they were randomly assigned to a simulated group with a norm of direct or indirect aggression, or no aggression norm. Results indicated participants' attitudes were less positive towar…
Social identity processes and children’s ethnic prejudice
Social group norms, school norms, and children's aggressive intentions
This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children ( n =384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group mem…
The Development of the Universal Ethnic Identity Scale (Ueis) for use in an Australian context
The aim of the present research was to develop a measure that assessed the level of ethnic identification of adults from diverse ethnic backgrounds, as well as individuals' level of ethnic identification with a host culture following migration. In the first study, an ethnically diverse sample of 275 people (138 males and 137 females) responded to a range of new items, as well as items drawn from related scales. Factor analysis revealed three dime…
Rejection Sensitivity, Social Withdrawal, and Loneliness in Young Adults
Rejection sensitivity (RS) has significant negative impacts on individuals' social cognitions, feelings, and interpersonal behaviors. The present research assessed the hypothesis that the effect of RS on young adults' loneliness is mediated by their tendency to withdraw from social contact so as to avoid possible rejection. Participants completed measures of their RS, their tendencies to engage in social withdrawal to avoid rejection, and their l…
Social Acumen
Anxious and Angry Rejection Sensitivity, Social Withdrawal, and Retribution in High and Low Ambiguous Situations
OBJECTIVE: Rejection sensitivity (RS) is a tendency to expect, perceive, and overreact to rejection. Our objective was to examine whether anxious and angry RS have specific associations with negative social reactions, and whether responses are intensified in situations of high rejection ambiguity. METHOD: In two studies, youth (N = 464 and N = 371) reported their RS and anticipated responses to social scenarios. In Study 1, all scenarios portraye…
Relational Victimization, Loneliness and Depressive Symptoms
Psychology (30 obras) · Social Psychology (23 obras) · Social Psychology (19 obras) · Developmental psychology (18 obras) · Social and Intergroup Psychology (15 obras) · Ethnic group (13 obras) · Sociology (13 obras) · Bullying, Victimization, and Aggression (10 obras) · Political science (9 obras) · Racial and Ethnic Identity Research (8 obras)