Publications by category
Journal articles
McGuire L, Rutland A (In Press). Children and adolescents coordinate group and moral concerns within different goal contexts when allocating resources.
British Journal of Developmental Psychology Full text.
McGuire L, Jefferys E, Rutland A (In Press). Children’s evaluations of deviant peers in the context of science and technology: the role of gender group norms and status.
Journal of Experimental Child Psychology Full text.
McGuire L, Palmer S, Faber NS (In Press). Loving some animals, eating others: Species categorisation in childhood, young adulthood and adulthood.
Abstract:
Loving some animals, eating others: Species categorisation in childhood, young adulthood and adulthood
Humans care for the wellbeing of some animals (e.g. dogs), yet tacitly endorse the maltreatment of others (e.g. pigs). What treatment we find morally appropriate for an animal depends on whether we characterise it as “pet” or “food”. Is this categorisation of animals and the resulting moral hierarchy of species present in childhood or instead taught through the lifespan? Comparing samples of children (9-11-years-old), young adults (18-21-years-old), and adults (29-59-years-old; total N=479), we find that children as compared to young adults and adults, a) show less speciesism, i.e. moral worth tied less to species-membership, b) are less likely to categorise farm animals as food than pets, c) think farm animals ought to be treated better, and d) deem eating meat and animal products less morally acceptable. These results are not due to children having a lower general acceptance of violence against living beings than adults. Our findings imply that our moral view of animal worth is not innate but instead develops over the lifespan in our specific societal context.
Abstract.
McGuire L, Rutland A (In Press). STEM gender stereotypes from early childhood through adolescence at informal science centers.
Journal of Applied Developmental Psychology Full text.
Hoffman AJ, McGuire L, Rutland A, Hartstone-Rose A, Irvin MJ, Winterbottom M, Balkwill F, Fields GE, Mulvey KL (2021). The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.
J Youth Adolesc,
50(2), 314-323.
Abstract:
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g. science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.
Abstract.
Author URL.
Mulvey KL, McGuire L, Hoffman AJ, Goff E, Rutland A, Winterbottom M, Balkwill F, Irvin MJ, Fields GE, Burns K, et al (2020). Interest and learning in informal science learning sites: Differences in experiences with different types of educators.
PLoS One,
15(7).
Abstract:
Interest and learning in informal science learning sites: Differences in experiences with different types of educators.
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
Abstract.
Author URL.
McGuire L, Rizzo MT, Killen M, Rutland A (2018). The Role of Competitive and Cooperative Norms in the Development of Deviant Evaluations. Child Development, 90(6).
McGuire L, Rizzo MT, Killen M, Rutland A (2018). The development of intergroup resource allocation: the role of cooperative and competitive in-group norms. Developmental Psychology, 54(8), 1499-1506.
McGuire L, Elenbaas L, Killen M, Rutland A (2018). The role of in‐group norms and group status in children's and adolescents’ decisions to rectify resource inequalities. British Journal of Developmental Psychology, 37(3), 309-322.
McGuire L, Manstead ASR, Rutland A (2017). Group norms, intergroup resource allocation, and social reasoning among children and adolescents. Developmental Psychology, 53(12), 2333-2339.
McGuire L, Rutland A, Nesdale D (2015). Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes. Child Development, 86(4), 1290-1297.
Publications by year
In Press
McGuire L, Rutland A (In Press). Children and adolescents coordinate group and moral concerns within different goal contexts when allocating resources.
British Journal of Developmental Psychology Full text.
McGuire L, Jefferys E, Rutland A (In Press). Children’s evaluations of deviant peers in the context of science and technology: the role of gender group norms and status.
Journal of Experimental Child Psychology Full text.
McGuire L, Palmer S, Faber NS (In Press). Loving some animals, eating others: Species categorisation in childhood, young adulthood and adulthood.
Abstract:
Loving some animals, eating others: Species categorisation in childhood, young adulthood and adulthood
Humans care for the wellbeing of some animals (e.g. dogs), yet tacitly endorse the maltreatment of others (e.g. pigs). What treatment we find morally appropriate for an animal depends on whether we characterise it as “pet” or “food”. Is this categorisation of animals and the resulting moral hierarchy of species present in childhood or instead taught through the lifespan? Comparing samples of children (9-11-years-old), young adults (18-21-years-old), and adults (29-59-years-old; total N=479), we find that children as compared to young adults and adults, a) show less speciesism, i.e. moral worth tied less to species-membership, b) are less likely to categorise farm animals as food than pets, c) think farm animals ought to be treated better, and d) deem eating meat and animal products less morally acceptable. These results are not due to children having a lower general acceptance of violence against living beings than adults. Our findings imply that our moral view of animal worth is not innate but instead develops over the lifespan in our specific societal context.
Abstract.
McGuire L, Rutland A (In Press). STEM gender stereotypes from early childhood through adolescence at informal science centers.
Journal of Applied Developmental Psychology Full text.
2021
Hoffman AJ, McGuire L, Rutland A, Hartstone-Rose A, Irvin MJ, Winterbottom M, Balkwill F, Fields GE, Mulvey KL (2021). The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.
J Youth Adolesc,
50(2), 314-323.
Abstract:
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g. science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.
Abstract.
Author URL.
2020
Mulvey KL, McGuire L, Hoffman AJ, Goff E, Rutland A, Winterbottom M, Balkwill F, Irvin MJ, Fields GE, Burns K, et al (2020). Interest and learning in informal science learning sites: Differences in experiences with different types of educators.
PLoS One,
15(7).
Abstract:
Interest and learning in informal science learning sites: Differences in experiences with different types of educators.
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
Abstract.
Author URL.
2018
McGuire L, Rizzo MT, Killen M, Rutland A (2018). The Role of Competitive and Cooperative Norms in the Development of Deviant Evaluations. Child Development, 90(6).
McGuire L, Rizzo MT, Killen M, Rutland A (2018). The development of intergroup resource allocation: the role of cooperative and competitive in-group norms. Developmental Psychology, 54(8), 1499-1506.
McGuire L, Elenbaas L, Killen M, Rutland A (2018). The role of in‐group norms and group status in children's and adolescents’ decisions to rectify resource inequalities. British Journal of Developmental Psychology, 37(3), 309-322.
2017
McGuire L, Manstead ASR, Rutland A (2017). Group norms, intergroup resource allocation, and social reasoning among children and adolescents. Developmental Psychology, 53(12), 2333-2339.
2015
McGuire L, Rutland A, Nesdale D (2015). Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes. Child Development, 86(4), 1290-1297.
