Gender Differences in Social Persistence


Gender differences in children's responses to social failure were examined. Sixty-eight same-sex dyads interacted in two cooperative tasks. In half of the dyads feedback was given to one child that the other child did not like playing with him or her. It was hypothesized that girls would be more adversely affected by the feedback than would boys on self-report and behavioral measures. Results were consistent with the hypothesized effects for ratings of affect, time spent talking, and observed friendliness. For male dyad members in the feedback condition, reciprocity was disrupted for ratings of affect and performance. Hypotheses about gender differences in interaction styles, emotional expressiveness, social goals, and experiences with feedback are used to explain the findings.

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