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The Potential Buffering Effects of Group Interaction on Emotional Responses to Differential Outcomes

McGill University, annasimpson{at}oise.utoronto.ca

Joyce F. Benenson

McGill University

Participants were given a questionnaire, consisting of schematic drawings of children and adolescents in interindividual and intergroup contexts, to assess their perceptions about how their typical same-sex peers feel when they are experiencing relative success or failure in developmentally relevant domains. In Study 1, 192 participants in grade 4 and grade 10 came from mixed-sex schools. In Study 2, 173 participants in grades four, five and ten were recruited from same-sex schools. Results indicated that participants judged their typical same-sex peers to feel better when experiencing relative success in an intergroup as compared to interindividual context. In the same-sex schools participants also reported more positive feelings in an intergroup context when experiencing relative failure. Discussion centers on the implications for achievement and performance in educational contexts.

Canadian Journal of School Psychology, Vol. 17, No. 2, 45-60 (2002)
DOI: 10.1177/082957350201700204


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