Abstract
Interpersonal trust plays a crucial role in the formation and maintenance of social relationships. The present cross-sectional and longitudinal research examines the development of interpersonal trust judgments with reference to (1) the trustee’s reputation for trustworthiness, and (2) the nature of the trustor’s relationship closeness with the trustee. There were 194 7- to 13-year-olds who participated in the first wave of the study, and 107 of those individuals also participated in two subsequent waves across a 2-year period. Both cross-sectional and longitudinal results showed that with age, reputation for trustworthiness becomes less important and relationship closeness become more important. We also found that relationship closeness played a greater role in interpersonal trust evaluations for girls than for boys. These findings indicate that the way children make trust evaluations becomes increasingly relationship-specific over time and is more relationship-specific for girls than for boys.
Highlights
The human capacity to cooperate and collaborate with one another greatly extends what we are capable of accomplishing as individuals and as a species (Tomasello and Hamann, 2012)
The first aim of this study is to examine how factors associated with personal-specific interpersonal trust, such as interpersonal closeness and reputation for trustworthiness, shape children’s trust judgments and how they might change with development in Chinese culture
The intra-class correlation (ICC) for the individual level was 0.211, suggesting that 21.1% of variance in measurements could be accounted for by factors related to individuals
Summary
The human capacity to cooperate and collaborate with one another greatly extends what we are capable of accomplishing as individuals and as a species (Tomasello and Hamann, 2012). This capacity allows us to form non-kin relationships that meet our social and emotional needs, learn from the successes and failures of others, and carry out projects that are far too complex for a single person to complete. This work suggests that during the preschool years, children learn to use a variety of cues to judge
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