Being versus appearing smart: Children's developing intuitions about how reputational motives guide behavior.
2022; 93 (2): 418-436
Children engage in reputation management to appear favorably to others. The present studies explore when children use reputational motives to predict others' behavior. Four- to 9-year-old children (N = 576; 53% female; approximately 60% White) heard stories about two kids: one who cares about being competent, and one who cares about appearing competent. Across five studies, with age, children predicted the reputationally motivated child would be more likely to lie to cover up failure (OR = 1.97) but less likely to seek help in public (vs. private; OR = 0.53) or downplay success (OR = 0.66). With age, children also liked this character less (OR = 0.56). Implications of these findings for children's reputation management and achievement motivation are discussed.
View details for DOI 10.1111/cdev.13711
View details for PubMedID 35290669
Achieving a good impression: Reputation management and performance goals.
Wiley interdisciplinary reviews. Cognitive science
Whether a student wants to improve their ability (i.e., has learning goals) or demonstrate it (i.e., has performance goals) plays an important role in their learning and motivation; students focused on the latter tend to avoid taking on challenges and seeking help when they need it. In the achievement literature, these different goals are thought to result primarily from holding different mindsets about whether one's ability is malleable or fixed. We argue, however, that this traditional framework has largely overlooked the powerful role that reputational concerns play in influencing which achievement goals students pursue. Specifically, reputational concerns may drive students to pursue performance goals and "prove" their ability to others, irrespective of their mindsets. We argue that closely investigating these concerns may help uncover new mechanisms by which performance goals are fostered and maintained as well as new strategies for developing interventions aimed at encouraging learning goals. Finally, we offer suggestions for how the achievement and reputation management literatures can be productively brought to bear on one another in future research. This article is categorized under: Psychology > Reasoning and Decision Making Psychology > Emotion and Motivation Psychology > Development and Aging.
View details for DOI 10.1002/wcs.1552
View details for PubMedID 33426784
Will she give you two cookies for one chocolate? Children's intuitions about trades
JUDGMENT AND DECISION MAKING
2020; 15 (6): 959–71
View details for Web of Science ID 000595304900012