Will power serve for oneself or others? An exploratory study toward 6‐ to 9‐year‐old Chinese children
Year: 2024
Type: article
Study design: Observational Study
Abstract: This study investigated Chinese children's perspectives on the use of power and the prediction of these perspectives on their resource allocation. The sample included a total of 145 children from two primary schools in Mainland China (68 males, 77 females), with 70 in the younger group ( M age = 6.89, SD = 0.37, ranging from 6.08 to 7.67 years) and 75 in the older group ( M age = 9.03, SD = 0.55, ranging from 8.08 to 9.92 years). To explore the power perspective of children, they were presented a character who was ‘in charge’ and used his/her power to serve themselves or others. The results showed that children aged 6–9 years were more inclined to approve ‘bosses’ who used power for others' benefit, indicating children's support for benevolent power use, especially among 8–9‐year‐olds. Additionally, the study revealed that children who approved of benevolent power use tended to allocate more resources to others when possessing power, a behaviour not observed in 6–7‐year‐olds. This finding, more or less, indicated a correlation between children's perspectives on the use of power and their behaviour in allocating resources. These results demonstrate the importance of promoting a rational understanding of power use among children. Highlights All children held the benevolent perspective of power use, which agreed that those in power should use power to serve others. Children aged 8–9 were more inclined to think a ‘boss’ should prioritize the interests of others over their own. Children aged 8–9 who supported the benevolent perspective of power use allocate more resources to others.
Source: Infant and Child Development
DOI: 10.1002/icd.2546
Authors: Xiumei Yan, Shumin Duan, Qinge Liang, Yuling Yang
Institutions: University of Jinan, South China Normal University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4403054955