Naslov
If they want me to, I will: The role of norms in predicting attitudes towards refugee peers
(If they want me to, I will: The role of norms in predicting attitudes towards refugee peers)

Autori
Stanković, Nikolina ; Čorkalo Biruški, Dinka ; Vrdoljak, Antonija ; Fasel, Rachel ; Butera, Fabrizio ; Jelić, Margareta

Kolaboracija
This work was supported by the Swiss Enlargement Contribution in the framework of the Croatian-Swiss Research Programme (project number IZHRZ0_180568)

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, prošireni sažetak, znanstveni

Izvornik
PROCEEDINGS OF THE XXIX SCIENTIFIC CONFERENCE EMPIRICAL STUDIES IN PSYCHOLOGY / - Beograd, 2023, 100-100

ISBN
978-86-6427-247-6

Skup
XXIX naučni skup Empirijska istraživanja u psihologiji

Mjesto i datum
Beograd, Srbija, 31.03.2023. - 02.04.2023

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
norms, attitudes, intergroup contact, refugee children

Sažetak
School plays a key role in the social integration of refugee children. It offers an environment where children adopt norms about social relations by observing others. Besides parents, teachers and peers become significant others in children’s lives during school age. Moreover, children develop their moral compass in deciding what is good and bad. Therefore, the study aimed to examine the role of the personal norm and perceived teachers’, peers and parental norms on three types of attitudes towards refugee children in the context of limited opportunity for intergroup contact. In autumn 2021, a questionnaire was administered in 17 Croatian schools. In total, 761 host-community children from 2nd to 8th grade who attended classes with refugee children participated in the study. Children were asked to indicate how wrong it is if their peers exclude a refugee child from social situations (i.e. hanging out after school, birthday party and group on social media). Children’s reasoning about moral exclusion was a proxy of personal norm about relations with refugee peers. Perceived social norms were assessed with three separate subscales about teachers’, peers’ and parents’ support of contact with refugee children (i.e. help, make friends and hanging out with refugees). The results of three hierarchical regression analyses showed that when controlling for age and gender in the first step and adding norms in the second step, the models of general attitude (F(6, 705) = 37.556, p < 0, 001, R 2 = 0.242), social acceptance (F(6, 701) = 58.770, p < 0, 001, R 2 = 0.335) and contact intentions (F(6, 715) = 76, 950, p < 0, 001, R 2 = 0.392) were significant. Even though perceived social norms correlate moderately to highly, their relative importance differed between the three outcomes. Thus, peer and personal norms significantly predicted all three types of attitudes, while teachers’ norms predicted general evaluation and social acceptance of refugee peers but not contact intentions. Parental norms were significant predictors only for contact intention. Regarding the sociodemographic variables, age was a relevant predictor for general attitude and, together with gender, significantly predicted social acceptance. We will discuss the importance of social and personal norms in building the majority’s positive intergroup relations with refugee children to facilitate their social integration.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA