Primary school children's representation of the interpersonal relationship between competitive parties: the winner and the loser

Sebestyén, Nóra and Fülöp, Márta and Sándor, Mónika (2013) Primary school children's representation of the interpersonal relationship between competitive parties: the winner and the loser. RASSEGNA DI PSICOLOGIA, 30 (2). pp. 85-110. ISSN 1125-5196

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Abstract

Despite much research on competition in childhood, there are just a few studies examining systematically children’s understanding and representation of the interpersonal relationship between competitive parties in different outcome contexts as winning and losing. One possible way to examine this representation is via drawings. The aim of the present study was to investigate 8-9 years-old primary school children’s pictorial representation of winning and losing with a special focus on the relationship between winner and loser. 30 second grade primary school children’s drawings on winning and on losing (mean age: 8,6) was analyzed using the PAIR method (Pictorial Assessment of Interpersonal Relationship, Bombi, Pinto & Cannoni, 2007) which investigates the interpersonal relationships along 6 main scales: Cohesion, Distancing, Similarity, Value, Emotions and Conflict. The results show that 8-9 years old children can clearly differentiate the winner’s and the loser’s emotional states and perspectives in their drawings. The figures (the winner and the loser), and the relationship between them were represented in a different way in the context of winning and losing. It shows that the interpersonal relationship between the winner and loser is characterized by different emotions and interpersonal motivations depending on whose perspective (the winner’s or the loser’s) is activated. Winning means a dominant position for the winner, the winner has a broader perspective than the loser, and he/she is the one who is able to keep the loser in his/her visual field and not vice versa. In drawings related to winning the winners are depicted more valued, and winners and losers are drawn closer to each other, indicating a more positive relationship than in drawings related to losing. In line with these results, in drawings related to winning losers show less discontent and the relationship between winners and losers is depicted with less conflict than in drawings focusing on losing. This indicates that the emotional and interpersonal realm between the winner and loser is perceived and represented in a different way depending on the child’s position in terms of outcome i.e. experiencing the situation as winner or loser.

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