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14 - Cross-Cultural Differences in Competition Among Children and Adolescents

from Part IV - Peer Interactions and Social Behaviors

Published online by Cambridge University Press:  08 August 2009

By
Barry H. Schneider ,
Maria del Pilar Soteras de Toro ,
Sharon Woodburn ,
Marta Fulop ,
Consuelo Cervino ,
Seth Bernstein  and
Monica Sandor
Edited by
Xinyin Chen ,
Doran C. French  and
Barry H. Schneider
Barry H. Schneider
Affiliation:
University of Ottawa Ottawa, Ontario, Canada
Maria del Pilar Soteras de Toro
Affiliation:
Universidad de Oriente Santiago de Cuba, Cuba
Sharon Woodburn
Affiliation:
Universidad Nacional Heredia, Costa Rica
Marta Fulop
Affiliation:
Hungarian Academy of Sciences Budapest, Hungary
Consuelo Cervino
Affiliation:
Universidad de Valencia Valencia, Spain
Seth Bernstein
Affiliation:
York University Downsview, Ontario, Canada
Monica Sandor
Affiliation:
Hungarian Academy of Sciences Budapest, Hungary
Xinyin Chen
Affiliation:
University of Western Ontario
Doran C. French
Affiliation:
Illinois Wesleyan University
Barry H. Schneider
Affiliation:
University of Ottawa
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Summary

The nature and levels of competition in which children and adolescents engage have important social and educational consequences and may be linked to their social competence and interpersonal relations. In the social-psychological literature, competition is typically viewed as producing negative outcomes at both the individual and group levels (e.g., Sparkes, 1991; Thomas, 1978; Walster, Walster, & Berscheid, 1978). Competition, as either a goal or behavior, is frequently portrayed as detrimental to group cohesion and as negatively affecting friendships and other relations. However, it is often viewed, with some reluctance, as also necessary for individual achievement and success (e.g., Domino, 1992, 2000; Thomas, 1978). Cooperation, on the other hand, is described as necessary for the maintenance of friendships and for the successful attainment of group goals (e.g., Foster, 1984; Gelb & Jacobsen, 1988; Thomas, 1978). In some cultures, however, competition is considered by some to be an essential part of a child's development and necessary for the acquisition of a variety of social skills (LeTendre, 1996; Richard et al., 2002).

This chapter begins with a selective examination of contemporary definitions of competition. Recently, more complex views of competition and cooperation have emerged that consider the terms as existing on a variety of levels that are context-specific, interwoven with cognitive and biological factors, and culturally mediated. These definitions will be introduced later and may eventually help revise the image of competition as either totally evil or healthy and also add nuance to the characterization of cultures as either competitive or noncompetitive.

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Information
Peer Relationships in Cultural Context , pp. 310 - 338
Publisher: Cambridge University Press
Print publication year: 2006

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