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Implicit and explicit self‐esteem are not commonly measured in the same children. Using a cross‐sectional design, data from 354 Croatian children (184 girls) in Grade 1 (M_age = 7.55 years) and Grade 5 (M_age = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self‐esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self‐esteem than younger children, and girls showed lower self‐esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self‐esteem than boys. Although both types of self‐esteem were positively associated with academic achievement, implicit self‐esteem was associated more strongly with language than with math achievement. Discussion is provided about why self‐esteem relates to academic achievement during childhood.

 

Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ subsequent participation in these fields. Studies 1 and 2 ( n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 ( n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype (“girls are less interested in this activity than boys”) compared to an activity with no such stereotype (“girls and boys are equally interested in this activity”). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities. 

Possessiveness toward objects and sharing are competing tendencies that influence dyadic and group interactions within the primate lineage. A distinctive form of sharing in adultHomo sapiensinvolves active giving of high-valued possessions to others, without an immediate reciprocal benefit. In two Experiments with 19-month-old human infants (N = 96), we found that despite measurable possessive behavior toward their own personal objects (favorite toy, bottle), infants spontaneously gave these items to a begging stranger. Moreover, human infants exhibited this behavior across different types of objects that are relevant to theory (personal objects, sweet food, and common objects)—showing flexible generalizability not evidenced in non-human primates. We combined these data with a previous dataset, yielding a large sample of infants (N = 192), and identified sociocultural factors that may calibrate young infants’ sharing of objects with others. The current findings show a proclivity that is rare or absent in our closest living relatives—the capacity to override possessive behavior toward personally valued objects by sharing those same desired objects with others.

 

In the ongoing COVID-19 pandemic, public health experts have produced guidelines to limit the spread of the coronavirus, but individuals do not always comply with experts’ recommendations. Here, we tested whether a specific psychological belief—identification with all humanity—predicts cooperation with public health guidelines as well as helpful behavior during the COVID-19 pandemic. We hypothesized that peoples’ endorsement of this belief—their relative perception of a connection and moral commitment to other humans—would predict their tendencies to adopt World Health Organization (WHO) guidelines and to help others. To assess this, we conducted a global online study ( N = 2537 participants) of four WHO-recommended health behaviors and four pandemic-related moral dilemmas that we constructed to be relevant to helping others at a potential cost to oneself. We used generalized linear mixed models (GLMM) that included 10 predictor variables (demographic, contextual, and psychological) for each of five outcome measures (a WHO cooperative health behavior score, plus responses to each of our four moral, helping dilemmas). Identification with all humanity was the most consistent and consequential predictor of individuals’ cooperative health behavior and helpful responding. Analyses showed that the identification with all humanity significantly predicted each of the five outcomes while controlling for the other variables ( P range < 10 −22 to < 0.009). The mean effect size of the identification with all humanity predictor on these outcomes was more than twice as large as the effect sizes of other predictors. Identification with all humanity is a psychological construct that, through targeted interventions, may help scientists and policymakers to better understand and promote cooperative health behavior and help-oriented concern for others during the current pandemic as well as in future humanitarian crises. 

Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain, a country in which math achievement is below the average of other OECD countries. We tested third grade students ( N = 180; M age = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children’s math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children’s beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design. 

There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent data emerging in social and developmental psychology. Based on this model, we synthesize research suggesting that social factors, such as stereotypes and self-representations about “belonging,” are powerful contributors to observed gender differences in STEM interest and academic outcomes. The review has four parts. First, we examine how cultural stereotypes specific to STEM contribute to gender gaps by negatively impacting interest and academic outcomes. Second, we review the central role of the self-representations affected by those stereotypes, including the particular importance of a sense of belonging. Third, we discuss various interventions that buffer against stereotypes and enhance a sense of belonging to reduce gender gaps in STEM interest and academic outcomes. Finally, we suggest theory-driven directions for future research. By organizing the research in this way, our review and theoretical analysis clarify key factors contributing to current gender gaps in STEM and mechanisms by which psychological interventions can help address STEM gender gaps. 

Three hundred and ninety‐one children (195 girls;M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self‐concepts. Math grades were obtained. Multilevel analyses showed that first‐grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self‐reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early‐emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.

 

Altruistic behavior entails giving valuable benefits to others while incurring a personal cost. A distinctively human form of altruistic behavior involves handing nutritious food to needy strangers, even when one desires the food. Engaging in altruistic food transfer, instead of keeping the food, is costly, because it reduces the caloric intake of the benefactor vis-à-vis the beneficiary. Human adults engage in this form of altruistic behavior during times of war and famine, when giving food to others threatens one’s own survival. Our closest living primate relatives, chimpanzees (Pan troglodytes) and bonobos (Pan paniscus), exhibit notable constraints on the proclivity to engage in such food transfer (particularly chimpanzees), although they share many social-cognitive commonalities with humans. Here we show that in a nonverbal test, 19-month-old human infants repeatedly and spontaneously transferred high-value, nutritious natural food to a stranger (Experiment 1) and more critically, did so after an experimental manipulation that imposed a feeding delay (Experiment 2), which increased their own motivation to eat the food. Social experience variables moderated the expression of this infant altruistic behavior, suggesting malleability.