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Previous issue date: 2014-11-05 / A condi??o socioecon?mica (CSE) e o ambiente onde o indiv?duo est? inserido modulam sua
pr?-socialidade. Enquanto crian?as inglesas que estudam em escolas contendo mais fam?lias
ricas s?o mais generosas, adultos dos EUA de alta CSE em situa??es reais e experimentais s?o
mais ego?stas, gananciosos e individualistas. At? o momento n?o conhecemos algum estudo
que tenha investigado se a CSE da crian?a influencia sua pr?-socialidade; e se os ambientes
escolares p?blico e particular brasileiros influenciam sua tomada de decis?o da mesma forma
que ocorreu com as crian?as inglesas. Outro fator que influencia a pr?-socialidade ? o
monitoramento ? ser observado quando se toma alguma decis?o. Somos mais generosos e
cooperamos mais na presen?a de um observador do que quando n?o h? um observador, e isso
ocorre tanto em adultos quanto em crian?as. Tamb?m n?o temos conhecimento sobre estudos
investigando se o efeito monitoramento sofre influ?ncia da CSE e do ambiente escolar p?blico
ou particular. Assim, nosso objetivo principal foi investigar se a generosidade e a coopera??o
de crian?as monitoradas e n?o monitoradas s?o moduladas por esses fatores. Para isso,
realizamos o jogo dos bens p?blicos com 249 crian?as de 7 a 10 anos inseridas em escolas
p?blicas e particulares de Natal/RN e verificamos a CSE da fam?lia de cada crian?a. Nossos
resultados evidenciam que a CSE, o ambiente escolar e a condi??o experimental isoladamente
n?o influenciam o comportamento pr?-social, talvez em fun??o do recurso e delineamento
experimental adotados e das caracter?sticas hist?ricas e econ?micas do Brasil. Quando a CSE
e o ambiente escolar s?o analisados conjuntamente, encontramos um efeito do monitoramento
na generosidade e coopera??o. Mais especificamente, o monitoramento diminuiu a
generosidade em crian?as de maior CSE de escolas particulares e aumentou a coopera??o das
crian?as de maior CSE de escolas p?blicas. Acreditamos que tais resultados possam ser
explicados atrav?s de diferentes preocupa??es em rela??o ? reputa??o, conforme o ambiente
onde a crian?a est? inserida. De forma geral, evidenciamos que o comportamento pr?-social
de crian?as monitoradas ? modulado pela intera??o entre a CSE e o ambiente escolar. / Studies have shown that a person's socioeconomic status (SES) and the environment in which
they are inserted modulate their pro-sociality. While children studying in schools with a more
affluent student body tend to be more generous, adults with high SES in both real and
experimental situations tend to be more selfish, greedy and individualistic. Another factor that
influences pro-sociality is monitoring. When we do something under the supervision of
another person, we tend to be more generous and cooperative, compared to situations in
which no one is watching, even if the "observer" is a drawing of eyes. This monitoring effect
occurs in both adults and children. To date, no studies have investigated whether the SES and
the environment influence the pro-sociality of the children. There have also been no studies
on how the monitoring effect might be influenced by SES and the environment (in this case,
whether the environment is a public or private school). Given this context, our main objective
was to investigate whether the generosity and cooperation of monitored and unmonitored kids
is modulated by these factors. To this end, we did eight matches of the public goods, under
monitoring and control conditions, with 249 children from the ages of 7 to 10 years enrolled
in public and private schools in Natal, state of Rio Grande do Norte (Brazil). The SES of each
child's family was assessed according to the Economic Classification Criterion of Brazil
(2013). Contrary to our predictions, SES, school environment and experimental conditions did
not significantly influence cooperation and generosity behavior when analyzed separately. We
discuss whether the influences of resource and experimental design adopted for the current
study and the historical and economic conditions of Brazil might explain these observations.
Interestingly, when SES and school environment were analyzed together, an effect of
monitoring on generosity and cooperation was detected. More specifically, monitoring had the
effect of decreasing generosity among children with greater SES in private schools; and
increased cooperation among children with greater SES in public schools. These results
suggest that there is an influence of monitoring on the pro-sociality of children in relation to
their SES and acquaintanceship environments. We argue that these observations may be
explained by different preoccupations with reputation, according to the environment in which
a child is inserted.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19956 |
| Date | 05 November 2014 |
| Creators | Boccardi, Natalia Andrea Craciun |
| Contributors | 99079682853, http://lattes.cnpq.br/1410667846560350, Lopes, Fivia de Ara?jo, 91566088453, http://lattes.cnpq.br/2583445528542625, Rodrigues, Ronaldo Pilati, 01652576959, http://lattes.cnpq.br/3025261458644097, Alencar, Anuska Irene de, Yamamoto, Maria Emilia |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM PSICOBIOLOGIA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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