Luke Mcguire
Dados Biográficos
| ID | 3992400 |
|---|---|
| NOME | Luke Mcguire |
| PRENOMES | Luke |
| SOBRENOME | Mcguire |
| ASSINATURA | MCGUIRE L |
| AFILIAÇÕES | University of Exeter |
| ORCID | 0000-0001-8178-7922 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Early attempts to stop eating meat
Efforts to reduce meat consumption amongst adults have had mixed success. Recent research has pointed to children as one group who may have more morally inclusive attitudes towards non-human animals, yet less is known regarding their efforts to abstain from meat consumption. Using a retrospective survey with a sample of emerging adults in the UK (pre-screen study n = 1063, M age = 22.5, main study n = 461, M Age = 22.2), this study documents that…
Reasoning about eating animals across the lifespan
Meat consumption contributes to climate change and causes animal suffering. Being aware of animal suffering while at the same time eating meat may lead to experiences of meat-related conflict. One outcome of this conflict are the reasoning justifications used to support or oppose meat-eating. The present study builds on burgeoning work that has examined children's reasoning about eating non-human animals by conceptually replicating and extending …
Social class group identity, intergroup attitudes, and views on social mobility and inequality in the U.K. and the U.S
Drawing on social identity theory (SIT), this study explored social class group identity, intergroup attitudes, and views about social mobility and inequality among socioeconomically and racially/ethnically diverse adults in the U.K. ( n = 457) and the U.S. ( n = 595). U.K. participants evidenced greater consensus about the social class groups present in their society than did U.S. participants, but lower, working, middle, and upper class were co…
Becoming Speciesist
Children morally prioritize humans over animals less than adults do. Is this because children are less speciesist—meaning they place less moral weight on mere species membership? Or is it because they give less weight to differences in cognitive capacity between humans and other animals? We investigated this in two experiments, presenting children and adult participants in the United States and Spain with moral trade-off dilemmas. These dilemmas …
The Role of Harm, Misinformer Age, and Information Scrutiny on Adolescents’ Trust in Misinformation
Adolescents’ online habits may contribute to the spread of misinformation due to their preference for trusted peers as sources of information over credible sources. This propensity can also make adolescents a population more vulnerable to misinformation, particularly during crises when misinformation levels surge. In situations of uncertainty and risk, such as during public health crises, trust plays an important and influential role. This study …
Values Over Virtues
Children care for animals more than adults do, yet as they develop, find it increasingly acceptable to eat meat. How do children learn to consume some animals while continuing to care for others? We argue that observing the cultural importance of food practices leads children to trade-off their moral concern for animals against cultural values. In two pre-registered studies, we examined how the cultural importance (high vs. low) of eating animals…
Teachers’ and pre-service teachers’ (stereotypical) expectations regarding children’s competencies in different STEM fields
There are large gender disparities in the STEM fields (Science, Technology, Engineering, Mathematics). Teachers’ gender stereotypes might be one important factor in this context. In two sequential studies in Germany, we assessed (prospective) elementary school teachers’ stereotypical expectations regarding students’ competencies in different STEM domains (math, natural sciences, engineering, computer science). Study 1 included 43 elementary schoo…
The ball is in his court. It’s up to him”
Meritocracy-the belief that society rewards individual ability, motivation, and hard work-is foundational to many Western nations but the processes by which meritocratic beliefs are communicated to youth is not well understood. The present study used a master narrative (i.e., dominant cultural stories) framework to explore parents' communication of meritocratic messages. Data came from a larger qualitative study of family social class socializati…
Reasoning to Justify Eating Animals Varies With Age
The present study examined the justifications used by children, adolescents, and adults to justify eating animals. Children (n = 100, Mage = 9.82, SD = 0.77, female n = 49) as compared to adolescents (n = 76, Mage = 14.0, SD = 1.62, female n = 36) and adults (n = 113, Mage = 44.1, SD = 14.4, female n = 54) were more ambivalent or opposed to eating animals, and they showed a distinct reasoning pattern. Children relied less on arguments about meat …
How Should We Treat Farmed Animals? Adolescents Are More Speciesist Than Adults
Adults engage in psychological processes (including species‐based categorisation and post‐hoc reasoning) that result in ascribing high moral value to some animals while eating others. Do adolescents engage in similar processes? We compared adolescents’ ( n = 89, M age = 13.54) and adults’ ( n = 113, M age = 43.73) views on four measurements. Regarding moral judgements, we found that adolescents were (a) more speciesist than adults (i.e., believed…
Perceptions of STEM Barriers in Adolescence
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Peer group norms affect adolescents’ bystander social cognitions
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Challenging the exclusion of immigrant peers
The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children ( n = 110, 8–11 years) and adolescents ( n = 193, 13–16 years) who were presented with one of three scenarios in…
The Development of Speciesism
Humans care for the well-being of some animals (e.g., dogs) yet tacitly endorse the maltreatment of others (e.g., pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterized as “food.” When such categorization of animals emerges and when a moral hierarchy of beings depending on their species membership (speciesism) develops is poorly understood. We investigate this development across samples…
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Age‐related differences in reasoning about the acceptability of eating animals
Children in the western world often are socialized as meat‐eaters, while caring much about animals. Yet we know little about how children think about eating animals and animal products, which will have important consequences for global meat consumption. Participants ( n = 479, 80% White British, 57% female; children n = 119, Mage = 10.03, SD = 0.72; young adults n = 181, Mage = 19.09, SD = 0.85; adults n = 179, Mage = 40.97, SD = 8.18) reasoned a…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Children's and adolescents’ evaluations of peers who challenge their group
In‐group members who challenge group norms (hereon “challenger peers”) often are evaluated less positively by their peers compared to those who adhere to group norms. In the present study children ( n = 118, M age = 10.01) and adolescents ( n = 132, M age = 13.32; total n = 269) were inducted into a gender‐based group who endorsed an activity norm. Participants evaluated a challenger peer who was either cisgender or transgender. Adolescent girls,…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
The development of intergroup resource allocation
The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children ( M age = 8.69), adolescents ( M age = 13.81), and adults ( M age = 20.89), ( N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was ei…
Group norms, intergroup resource allocation, and social reasoning among children and adolescents
Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first …
Interest, Mindsets and Engagement
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Age‐related differences in reasoning about the acceptability of eating animals
Children in the western world often are socialized as meat‐eaters, while caring much about animals. Yet we know little about how children think about eating animals and animal products, which will have important consequences for global meat consumption. Participants ( n = 479, 80% White British, 57% female; children n = 119, Mage = 10.03, SD = 0.72; young adults n = 181, Mage = 19.09, SD = 0.85; adults n = 179, Mage = 40.97, SD = 8.18) reasoned a…
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Children's and adolescents’ evaluations of peers who challenge their group
In‐group members who challenge group norms (hereon “challenger peers”) often are evaluated less positively by their peers compared to those who adhere to group norms. In the present study children ( n = 118, M age = 10.01) and adolescents ( n = 132, M age = 13.32; total n = 269) were inducted into a gender‐based group who endorsed an activity norm. Participants evaluated a challenger peer who was either cisgender or transgender. Adolescent girls,…
Reasoning to Justify Eating Animals Varies With Age
The present study examined the justifications used by children, adolescents, and adults to justify eating animals. Children (n = 100, Mage = 9.82, SD = 0.77, female n = 49) as compared to adolescents (n = 76, Mage = 14.0, SD = 1.62, female n = 36) and adults (n = 113, Mage = 44.1, SD = 14.4, female n = 54) were more ambivalent or opposed to eating animals, and they showed a distinct reasoning pattern. Children relied less on arguments about meat …
Developmental Trajectories of Adolescents’ Math Motivation
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Group norms, intergroup resource allocation, and social reasoning among children and adolescents
Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first …
The development of intergroup resource allocation
The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children ( M age = 8.69), adolescents ( M age = 13.81), and adults ( M age = 20.89), ( N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was ei…
Learning hand in hand
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevan…
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Children's and adolescents’ evaluations of peers who challenge their group
In‐group members who challenge group norms (hereon “challenger peers”) often are evaluated less positively by their peers compared to those who adhere to group norms. In the present study children ( n = 118, M age = 10.01) and adolescents ( n = 132, M age = 13.32; total n = 269) were inducted into a gender‐based group who endorsed an activity norm. Participants evaluated a challenger peer who was either cisgender or transgender. Adolescent girls,…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
Age‐related differences in reasoning about the acceptability of eating animals
Children in the western world often are socialized as meat‐eaters, while caring much about animals. Yet we know little about how children think about eating animals and animal products, which will have important consequences for global meat consumption. Participants ( n = 479, 80% White British, 57% female; children n = 119, Mage = 10.03, SD = 0.72; young adults n = 181, Mage = 19.09, SD = 0.85; adults n = 179, Mage = 40.97, SD = 8.18) reasoned a…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Challenging the exclusion of immigrant peers
The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children ( n = 110, 8–11 years) and adolescents ( n = 193, 13–16 years) who were presented with one of three scenarios in…
The Development of Speciesism
Humans care for the well-being of some animals (e.g., dogs) yet tacitly endorse the maltreatment of others (e.g., pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterized as “food.” When such categorization of animals emerges and when a moral hierarchy of beings depending on their species membership (speciesism) develops is poorly understood. We investigate this development across samples…
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Peer group norms affect adolescents’ bystander social cognitions
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Social class group identity, intergroup attitudes, and views on social mobility and inequality in the U.K. and the U.S
Drawing on social identity theory (SIT), this study explored social class group identity, intergroup attitudes, and views about social mobility and inequality among socioeconomically and racially/ethnically diverse adults in the U.K. ( n = 457) and the U.S. ( n = 595). U.K. participants evidenced greater consensus about the social class groups present in their society than did U.S. participants, but lower, working, middle, and upper class were co…
Becoming Speciesist
Children morally prioritize humans over animals less than adults do. Is this because children are less speciesist—meaning they place less moral weight on mere species membership? Or is it because they give less weight to differences in cognitive capacity between humans and other animals? We investigated this in two experiments, presenting children and adult participants in the United States and Spain with moral trade-off dilemmas. These dilemmas …
The Role of Harm, Misinformer Age, and Information Scrutiny on Adolescents’ Trust in Misinformation
Adolescents’ online habits may contribute to the spread of misinformation due to their preference for trusted peers as sources of information over credible sources. This propensity can also make adolescents a population more vulnerable to misinformation, particularly during crises when misinformation levels surge. In situations of uncertainty and risk, such as during public health crises, trust plays an important and influential role. This study …
Values Over Virtues
Children care for animals more than adults do, yet as they develop, find it increasingly acceptable to eat meat. How do children learn to consume some animals while continuing to care for others? We argue that observing the cultural importance of food practices leads children to trade-off their moral concern for animals against cultural values. In two pre-registered studies, we examined how the cultural importance (high vs. low) of eating animals…
Teachers’ and pre-service teachers’ (stereotypical) expectations regarding children’s competencies in different STEM fields
There are large gender disparities in the STEM fields (Science, Technology, Engineering, Mathematics). Teachers’ gender stereotypes might be one important factor in this context. In two sequential studies in Germany, we assessed (prospective) elementary school teachers’ stereotypical expectations regarding students’ competencies in different STEM domains (math, natural sciences, engineering, computer science). Study 1 included 43 elementary schoo…
The ball is in his court. It’s up to him”
Meritocracy-the belief that society rewards individual ability, motivation, and hard work-is foundational to many Western nations but the processes by which meritocratic beliefs are communicated to youth is not well understood. The present study used a master narrative (i.e., dominant cultural stories) framework to explore parents' communication of meritocratic messages. Data came from a larger qualitative study of family social class socializati…
Reasoning to Justify Eating Animals Varies With Age
The present study examined the justifications used by children, adolescents, and adults to justify eating animals. Children (n = 100, Mage = 9.82, SD = 0.77, female n = 49) as compared to adolescents (n = 76, Mage = 14.0, SD = 1.62, female n = 36) and adults (n = 113, Mage = 44.1, SD = 14.4, female n = 54) were more ambivalent or opposed to eating animals, and they showed a distinct reasoning pattern. Children relied less on arguments about meat …
How Should We Treat Farmed Animals? Adolescents Are More Speciesist Than Adults
Adults engage in psychological processes (including species‐based categorisation and post‐hoc reasoning) that result in ascribing high moral value to some animals while eating others. Do adolescents engage in similar processes? We compared adolescents’ ( n = 89, M age = 13.54) and adults’ ( n = 113, M age = 43.73) views on four measurements. Regarding moral judgements, we found that adolescents were (a) more speciesist than adults (i.e., believed…
Psychology (20 obras) · Developmental psychology (19 obras) · Social Psychology (16 obras) · Social Psychology (11 obras) · Agriculture Sustainability and Environmental Impact (7 obras) · Education, Achievement, and Giftedness (7 obras) · Career Development and Diversity (6 obras) · Perception (6 obras) · Political science (6 obras) · Sociology (6 obras)