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, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
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, Rutland A (In Press). STEM gender stereotypes from early childhood through adolescence at informal science centers.
Journal of Applied Developmental Psychology Full text.
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Social Psychological and Personality Science Full text.
McGuire L, Palmer S, Faber NS (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Abstract:
The development of speciesism: Age-related differences in the moral view of animals
Humans care for the wellbeing of some animals (e.g. dogs), yet tacitly endorse the maltreatment of others (e.g. pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterised as “food”. When such categorisation of animals emerges, and when a moral hierarchy of beings depending on their species-membership (speciesism) develops is poorly understood. We investigate this development across samples of children (9-11-years-old), young adults (18-21-years-old), and adults (29-59-years-old; total N=479). Compared to young adults and adults, children a) show less speciesism, b) are less likely to categorize farm animals as food than pets, c) think farm animals ought to be treated better, and d) deem eating meat and animal products to be less morally acceptable. These findings imply that there are key age-related differences in our moral view of animal worth that point to socially constructed development over the lifespan.
Abstract.
Mathews CJ, McGuire L, Joy A, Law F, Winterbottom M, Rutland A, Drews M, Hoffman AJ, Mulvey KL, Hartstone-Rose A, et al (2021). Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?.
PLoS One,
16(11).
Abstract:
Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?
This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g. TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants' level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e. former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.
Abstract.
Author URL.
Law F, McGuire L, Winterbottom M, Rutland A (2021). Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum.
Frontiers in Psychology,
12Abstract:
Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
Abstract.
Full text.
McGuire L, Hoffman AJ, Mulvey KL, Winterbottom M, Balkwill F, Burns KP, Chatton M, Drews M, Eaves N, Fields GE, et al (2021). Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits.
Visitor Studies,
25(1), 41-59.
Full text.
McGuire L, Monzavi T, Hoffman AJ, Law F, Irvin MJ, Winterbottom M, Hartstone-Rose A, Rutland A, Burns KP, Butler L, et al (2021). Science and Math Interest and Gender Stereotypes: the Role of Educator Gender in Informal Science Learning Sites.
Front Psychol,
12Abstract:
Science and Math Interest and Gender Stereotypes: the Role of Educator Gender in Informal Science Learning Sites.
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.
Abstract.
Author URL.
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.
Joy A, Law F, McGuire L, Mathews C, Hartstone-Rose A, Winterbottom M, Rutland A, Fields GE, Mulvey KL (2021). Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.
Front Psychol,
12Abstract:
Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.
Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children's learning behaviors in ISLS using video recordings of family visits to a zoo, children's museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children's behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents' science questions and explanations were positively related to children observing the exhibit. Parents' science explanations were also negatively related to children's science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children's behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children's interactions with others and their environment are important for children's learning behaviors.
Abstract.
Author URL.
Full text.
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.
Mulvey KL, McGuire L, Hoffman AJ, Hartstone-Rose A, Winterbottom M, Balkwill F, Fields GE, Burns K, Drews M, Chatton M, et al (2020). Learning hand in hand: Engaging in research-practice partnerships to advance developmental science.
New Dir Child Adolesc Dev,
2020(172), 125-134.
Abstract:
Learning hand in hand: Engaging in research-practice partnerships to advance developmental science.
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research-practice partnership.
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.
Chapters
McGuire L, Rutland A (2020). Group Dynamics. In (Ed) The Encyclopedia of Child and Adolescent Development, 1-13.
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, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
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, Rutland A (In Press). STEM gender stereotypes from early childhood through adolescence at informal science centers.
Journal of Applied Developmental Psychology Full text.
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Social Psychological and Personality Science Full text.
McGuire L, Palmer S, Faber NS (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Abstract:
The development of speciesism: Age-related differences in the moral view of animals
Humans care for the wellbeing of some animals (e.g. dogs), yet tacitly endorse the maltreatment of others (e.g. pigs). What treatment is deemed morally appropriate for an animal can depend on whether the animal is characterised as “food”. When such categorisation of animals emerges, and when a moral hierarchy of beings depending on their species-membership (speciesism) develops is poorly understood. We investigate this development across samples of children (9-11-years-old), young adults (18-21-years-old), and adults (29-59-years-old; total N=479). Compared to young adults and adults, children a) show less speciesism, b) are less likely to categorize farm animals as food than pets, c) think farm animals ought to be treated better, and d) deem eating meat and animal products to be less morally acceptable. These findings imply that there are key age-related differences in our moral view of animal worth that point to socially constructed development over the lifespan.
Abstract.
2021
Mathews CJ, McGuire L, Joy A, Law F, Winterbottom M, Rutland A, Drews M, Hoffman AJ, Mulvey KL, Hartstone-Rose A, et al (2021). Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?.
PLoS One,
16(11).
Abstract:
Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?
This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g. TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants' level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e. former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.
Abstract.
Author URL.
Law F, McGuire L, Winterbottom M, Rutland A (2021). Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum.
Frontiers in Psychology,
12Abstract:
Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
Abstract.
Full text.
McGuire L, Hoffman AJ, Mulvey KL, Winterbottom M, Balkwill F, Burns KP, Chatton M, Drews M, Eaves N, Fields GE, et al (2021). Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits.
Visitor Studies,
25(1), 41-59.
Full text.
McGuire L, Monzavi T, Hoffman AJ, Law F, Irvin MJ, Winterbottom M, Hartstone-Rose A, Rutland A, Burns KP, Butler L, et al (2021). Science and Math Interest and Gender Stereotypes: the Role of Educator Gender in Informal Science Learning Sites.
Front Psychol,
12Abstract:
Science and Math Interest and Gender Stereotypes: the Role of Educator Gender in Informal Science Learning Sites.
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.
Abstract.
Author URL.
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.
Joy A, Law F, McGuire L, Mathews C, Hartstone-Rose A, Winterbottom M, Rutland A, Fields GE, Mulvey KL (2021). Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.
Front Psychol,
12Abstract:
Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.
Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children's learning behaviors in ISLS using video recordings of family visits to a zoo, children's museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children's behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents' science questions and explanations were positively related to children observing the exhibit. Parents' science explanations were also negatively related to children's science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children's behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children's interactions with others and their environment are important for children's learning behaviors.
Abstract.
Author URL.
Full text.
2020
McGuire L, Rutland A (2020). Group Dynamics. In (Ed) The Encyclopedia of Child and Adolescent Development, 1-13.
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.
Mulvey KL, McGuire L, Hoffman AJ, Hartstone-Rose A, Winterbottom M, Balkwill F, Fields GE, Burns K, Drews M, Chatton M, et al (2020). Learning hand in hand: Engaging in research-practice partnerships to advance developmental science.
New Dir Child Adolesc Dev,
2020(172), 125-134.
Abstract:
Learning hand in hand: Engaging in research-practice partnerships to advance developmental science.
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research-practice partnership.
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.