Children and Adults Hold Leaders as Both Responsible and Entitled
Bibliographic Data
| ID | 6451906 |
|---|---|
| Authors | Qian Wang (0000-0002-8601-749X, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing P.R. China), Yifei Chen (0000-0003-0023-2963, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing P.R. China), Yanfang Li (0000-0003-0197-9962, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing P.R. China, corresponding author) |
| Year | 2024 |
| Volume | 34 |
| Issue | 1 |
| Publication date | 2024-11-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sode.12779 |
| OpenAlex | W4404242993 |
| Language | EN |
| References cited | 65 |
Leadership hierarchies are one form of social hierarchical relationships that are ubiquitous in human social lives. Little is known about children's perceptions of leadership hierarchies in the context of group collaboration and how these perceptions change with age. Across three studies, we examined these questions in 5–8‐year‐old children ( N = 175; 49.14% girls) and adults ( N = 79; 53.16% women). Children and adults heard stories about group cooperation involving both resource allocation and labor contributions. Studies 1 and 2 showed that in resource allocation situations, 5–8‐year‐olds and adults expected leaders to take more resources from a joint pool than non‐leaders and expected authoritative figures (i.e., teachers) to allocate more resources to leaders than non‐leaders. In labor contribution situations, where participants were asked who would clean an additional desk, children and adults expected leaders to undertake additional tasks compared to non‐leaders. Study 3 ruled out the possibility that younger children's responses were driven by the social salience of the leader compared to non‐leaders, rather than the leadership status. Overall, these results provide evidence that children and adults hold leaders both as both more responsible and entitled individuals than non‐leaders
Developmental psychology · Cultural Differences and Values · Psychology · Social and Intergroup Psychology · Social Psychology
Advances In Experimental Social Psychology
Who Will Lead and Who Will Follow? A Social Process of Leadership Identity Construction in Organizations.
The Origins and Evolution of Leadership
The four elementary forms of sociality
The Big Man Mechanism
Big and Mighty
G*Power 3
Children's understanding of dominance and prestige in China and the UK
Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations
Small groups lead, big groups control
Children Hold Leaders Primarily Responsible, Not Entitled
Inequity In Social Exchange
A Relational Model of Authority in Groups
The evolution of prestige
Foundations of cooperation in young children
Leader—Follower Effects in Resource Dilemmas
When and why leaders put themselves first
Children’s allocation of resources in social dominance situations
Children’s developing judgments about the physical manifestations of power
The attraction of social power
When deviant leaders are punished more than non-leaders
The influence of dominance and prestige on children's resource allocation
Two ways to the top
The essential tension between leadership and power
From Power to Action
Psychological Perspectives on Legitimacy and Legitimation
Evolutionary Origins of Leadership and Followership
Leadership, followership, and evolution
Leadership in an Egalitarian Society
| Citation velocity | historical |
|---|---|
| Highly cited | No |