Ser o tener: ¿qué se comprende antes en la comparación envidiosa?

• Autores: Patricia Recio Saboya, Laura Quintanilla Cobián
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 38, Nº 4, 2015, págs. 730-745
• Idioma: español
• DOI: 10.1080/02103702.2015.1076271
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La envidia es una emoción negativa y auto-consciente que emerge de la comparación social. Los niños comparan sus posesiones (tener) y habilidades (ser) con los demás como recurso para construir su Yo. El objetivo de este estudio es explorar qué tipo de objetos, tangibles o intangibles, resultan más destacables en la comparación envidiosa para evaluar la intensidad de la envidia y qué diferencias se encuentran en función de la edad. Participaron 236 niños de tres a nueve años de edad. Los niños debían indicar cuánto de bien se sentía el envidioso que era testigo de la desgracia del envidiado. En un caso el objeto de la envidia era tangible (e.g., patinete), y en otro intangible (e.g., ser elegido por ser más hábil). Los resultados indicaron que es más intensa la envidia, para todos los grupos de edad, en las situaciones relacionadas con el ser más que con el tener. Los pequeños (tres a seis años) mostraron más intensidad de envidia maliciosa que los mayores. Discutimos los resultados considerando el papel de las posesiones tangibles e intangibles en la comparación envidiosa en el desarrollo infantil

  • English

    Envy is a negative and self-conscious emotion that emerges from social comparison. Children compare their possessions and skills with others to construct the Self. The aim of this study is to explore what type of objects � tangible and intangible � are more salient in invidious comparison in order to evaluate the intensity of envy and differences found according to age. Participants included children between the ages of three and nine years (N = 236), who were asked to score how an envious character in a story felt upon witnessing the misfortune of the envied person. In one case, the envied object was tangible (i.e., a scooter), in the other, it was intangible (i.e., being chosen due to possessing greater skill). The results indicated that envy is more intense for all of the age groups in the situations related to possessing greater skill rather than those related to possessing material objects. The younger children (3�6 years) showed more intense malicious envy than the older children. We then discuss the results regarding the role of intangible and tangible possessions in invidious comparison during childhood development

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