Effects of Having Pets at Home on Children's Attitudes toward Popular and Unpopular Animals

ABSTRACT

Having pets at home provides various social, health, and educational benefits to children. The question of how keeping pets at home affects the attitudes of children toward wild animals still has not been answered, due to various methodological issues, such as ignorance of some attitude dimensions and/or questionnaires that include items focused on very different animals. We conducted three independent research surveys (using three independent samples) of Slovakian primary school children aged 10 to 15 years (n = 1297). These surveys focused on the effects of keeping pets on the attitudes of children towards, and knowledge of, three unpopular animals in Slovakia. These animals were pests (potato beetle) (Study 1), predators (wolf) (Study 2), and those that pose a threat of disease to humans (mouse) (Study 3). Each survey also included a popular animal (ladybird beetle, rabbit, and squirrel, respectively), which served as a “control”; these were compared by pair-wise statistics. Results consistently showed that children had better knowledge of, but less favorable attitudes towards, unpopular animals compared with popular ones. Having pets at home was associated with more positive attitudes to, and better knowledge of, both popular and unpopular animals. Girls were less favorably inclined than boys to animals that may pose a threat, danger, or disease to them. Implications for humane education are discussed, especially in terms of keeping pets, the link between knowledge and attitudes, and children's understanding of ecological adaptations.     

Animal Preferences and Acceptability of Wildlife Management Actions around Serengeti National Park, Tanzania

Wildlife management policies are often based on expert perceptions of the ecological importance of certain species and poorly informed perceptions of how public attitudes toward management are formed. Little is known about why preferences vary greatly and how this affects support for management actions. This paper explores preferences for a range of wildlife species among a sample of the rural population adjacent to Serengeti National Park in Tanzania. We also examine the degree of acceptance for alternative management interventions when potentially dangerous animals pose different levels of problems to human beings, and the extent to which these attitudes are related to species preferences. Gender has a significant effect on species preferences. Men like most species better than women. Age has no significant effect, but level of education affects preference level for some species. Species preferences have a positive effect on support for management intervention when dangerous animals cause small or moderate problems to humans, i.e. there is a higher degree of acceptance of problems caused by animals that are well liked. In situations where human life is threatened, species preferences have no effect on preferred management actions. Appreciation of animals is a combination of functional, consumptive and cultural dimensions, and there is no simple link between species preferences and attitudes toward management actions. The local context and concrete experience with wildlife encounters is more important for shaping normative beliefs like attitudes towards management actions than global wildlife attitudes.     

Abstracts

Abstract

Exposure to pets and wildlife can help children develop positive attitudes toward animals, which can foster the development of empathy and ecological stewardship. However, geographical, logistical and economic restrictions limit opportunities for many youth to interact directly with live animals. Thus, educational interventions that utilize imitation animal artifacts rather than live animals, and which are effective in helping children develop an understanding of animals, present an important resource for educators. In the current study, the impact of a curriculum that employs imitation animal artifacts on children's perceptions of their relationships to animals was assessed. Third grade children's (n = 96) perceptions of their relationships to animals were analyzed by means of a drawing assessment tool. An analytic scoring rubric was used to assess three features of the drawings: Interactivity, Affect, and Realism. The combination of these elements was defined as the construct Self–Animal Perception. Change in Self–Animal Perception was assessed over time using repeated measures ANOVA. The curriculum intervention resulted in significant improvement in Self–Animal Perception scores relative to controls. The Self–Animal Perception construct and the drawing assessment tool utilized for measuring children's perceived relationships to animals are discussed.     

Dimensions of the Human–Animal Bond and Evacuation Decisions among Pet Owners during Hurricane Ike

ABSTRACT

Flagship species play an important role in promoting nature conservation. However, although the significance of invertebrates in biodiversity and ecosystem services is undisputed, they are rarely used as flagship species. A focused approach to better understand the drivers of differences in attitudes toward invertebrates, and insects in particular, would be helpful for selecting and establishing insects as flagship species, especially in a local context for local conservation purposes. Using a standard questionnaire, a total of 363 children, predominantly aged 10 to 12 years, were asked about their attitudes toward 18 invertebrate species indigenous to Switzerland. The species, 14 insect species and four other invertebrates, were individually presented in a color photograph without any background information. Based on ordinal regression models, the survey revealed substantial affinity rating differences across the invertebrates selected. Gender, species knowledge, preferred leisure activities, and family membership of a nature protection organization proved to be significant predictors for children's attitudes in general, and for some specific species in particular. Additionally, existing species knowledge was analyzed and was found to neither depend on school location (urban/rural) nor on gender. The authors propose the inclusion of local invertebrates and species knowledge in the curriculum in early years at primary school while applying teaching methods that allow for real-life experience.     

Attitudes toward Animals among German Children and Adolescents

ABSTRACT

This is the first study about attitudes toward animals among German children and adolescents. A sample of 543 pupils (261 boys, 282 girls) aged 11 to 17 (mean age = 13.37 ± 2.01 years) completed a questionnaire based on different established scales, for example, the Animal Attitude Scale (AAS) and the Intermediate Attitude Scale (IAS). Several aspects of attitudes toward animals and various dimensions of human–animal relationships were measured, including gender, age, grade, pet ownership, animal-related activities, meat consumption, and fear of and disgust toward animals. Gender and age were important factors in determining attitudes toward animals: pro-animal attitudes decreased with age and girls showed more positive attitudes compared with boys. Pet ownership and animal-related activities were associated with more positive attitudes toward animals, whilst meat consumption was related to lower pro-animal attitudes. There were no correlations between fear and general attitudes toward animals. The correlations between disgust and attitudes toward animals were weak. We found significant correlations among the different scales and subscales in animal attitudes.     

Enhancing Children's Attitudes About the Humane Treatment of Animals: Generalization to Human-Directed Empathy

Abstract

We assessed the impact of a year-long, school-based humane education program on younger (first and second graders) and older (fourth and fifth graders) children's attitudes toward the treatment of animals. Generalization to human-directed empathy was also measured. Using a pretest-posttest design and ANCOVA, we found that the program enhanced the animal-related attitudes of children differentially, depending on grade level. For younger children, there was no significant difference between experimental (E) and control (C) group attitude means; however, qualitative analysis showed that greater enhancement of attitudes occurred for first grade E group children than for C group children at that grade level. No differences were present on the generalization measure of empathy. For older children, there was a significant difference between E and C group attitude means qualified by grade level—there was greater enhancement of humane attitudes for E group than for C group fourth graders but no difference for fifth graders. On the generalization measure of empathy, posttest means for the E group were significantly greater than means for the C group regardless of grade level. The results contribute to the growing literature on the relation between children and animals and serve to encourage and validate the efforts of humane educators to improve children's caring and kindness toward companion and noncompanion animals.     

Reel nature: America's romance with wildlife on film Gregg Mitman

Abstract

To examine the relationship among gender, sex role orientation, and attitudes toward the treatment of animals, 144 male and 222 female college students were administered the Bem Sex Role Inventory, a Likert-scale questionnaire designed to assess attitudes toward animal welfare issues, and a measure of perceived comfort touching animals of a variety of species. There were significant gender differences on all of the animal-related measures with the exception of self-reported comfort touching positively perceived animals. Gender and the expressive (feminine) dimension of sex role orientation accounted for a significant proportion of the variation in attitudes toward animal welfare issues and comfort with other species. Correlations between the masculine and feminine dimensions of sex role orientation were related in opposite directions on all animal attitude measures.     

Empathy-Related Ratings to Still Images of Human and Nonhuman Animal Groups in Negative Contexts Graded for Phylogenetic Similarity

ABSTRACT

Research using film stimuli has shown that the strength of empathy-related responses toward nonhuman animals is related to the amount of phylogenetic similarity of the animals to humans. The present study aimed to develop and validate a new set of still images depicting humans and nonhuman animals (primates, quadruped mammals, birds, reptiles) in negative circumstances to provide greater control over variable image quality and contextual features found to be present in film stimuli. Following development of the stimulus set, participants (40 males, 46 females) with a mean age of 23.35 years made subjective ratings of empathy and other reactions to the images. The hypothesized effect of higher ratings of empathy for nonhuman animals that were more closely related to humans was supported. The same effect of phylogenetic similarity was also observed for ratings of arousal, dominance, interest, and pleasantness elicited by the images. Moreover, a clear effect of trait empathy emerged, consistent with the prediction that higher empathy ratings would be elicited from those higher in trait empathy. Familiarity, as assessed by level of involvement with the presence and care of animals, was also positively related to trait empathy. The findings validate a new methodology for the assessment of human empathy toward other humans and nonhuman species depicted in negative life situations. Furthermore, the findings demonstrate that human empathy generalizes toward other species according to perceived phylogenetic similarity.     

Factors affecting the Human Attribution of Emotions toward Animals

ABSTRACT

Attribution of emotions to animals can affect human–animal interactions and dictate animal welfare laws. However, little is known about the factors that influence these attributions. We investigated the effect of belief in animal mind, pet ownership, emotional intelligence, eating orientation, and gender on the attribution of different emotions to a variety of species, from different taxonomic classes, considered as Pet, Use (e.g., used for food, experimentation), or Pest animals. Three hundred and forty-seven participants, aged between 16 and 65 years, completed a questionnaire that measured their belief in the capacity for animals to experience seven primary and secondary emotions. The results showed that attribution of emotions to animals is inconsistent. The ambiguity appears to hinge, in part, upon an animal's functional category and their perceived place in the commonly supposed, though inaccurate, linear hierarchy of species. Nonetheless, the wide range of emotions that were attributed to all species highlights the complex and potentially disorganized thoughts that humans have concerning animals. Belief in animal mind was found to be the strongest and only predictor of emotion attribution to animals in general, but is probably because both are part of the same underlying construct. Ownership of some species—rabbits, horses, rodents and birds—mediated the emotions attributed to that particular species. We conclude that ambiguous attitudes influence the standards of welfare for animals used by humans and that the dichotomous attitudes permit exploitation and welfare violations against animals. Greater understanding of emotion attribution has the potential to improve humane education methods, and suggestions for future research are made.     

Children'S Attitudes About the Humane Treatment of Animals and Empathy: One-Year Follow up of a School-Based Intervention

ABSTRACT

This study assessed the maintenance of the effect of a year-long school-based humane education program on fourth grade children's attitudes toward animals. Generalization to human-directed empathy was also measured. Using a pretest-posttest (Year 1) follow-up (Year 2) design and ANCOVA, we found that the experimental group (children who experienced the program) humane attitudes mean was greater than the control group mean at initial posttesting and at the Year 2 follow up. At both Year 1 and Year 2 posttesting, the enhancement of attitudes toward animals generalized to human-directed empathy, especially when the quality of the children's relations with their pets was considered as a covariate. The results contribute to the growing literature on the significance of the relations between children and animals, and serve to encourage humane education efforts.     

Attitudes Toward Animal Use

Abstract

Four hundred and ninety-five people completed a questionnaire in which they rated 35 specific examples of uses of different species of animals on a 5-point scale of acceptabilityunacceptability. Ratings depended on both the particular example used (medical research, behavioral research, product-testing research, use for educational purposes, use for luxury garments, or animals as pests) and the species involved. Examples using dogs, cats, or monkeys were rated less acceptable than those using rats or mice, nonmammalian vertebrates, or invertebrates. Examples in which animals were used to make luxury garments were rated the most unacceptable and educational uses of animals and behavioral research were the most acceptable. Ratings of examples were very consistent within individuals, leading to the conclusion that a person's attitude toward animals may represent a unitary characteristic. Gender, age, pet ownership, and religious affiliation were all significantly related to attitude toward animals, as determined by averaging responses to the 35 examples together for each respondent, but all of these variables combined accounted for less than 5% of the variability in ratings.     

The Strange Animal Situation Test

ABSTRACT

Many tools assess the reactions of humans encountering familiar or unfamiliar partners or environments. Companion animals belong to our everyday environment and influence our lives. Whereas many standardized tools test companion animals' reactions to humans, few evaluate humans' reactions to companion animals. We present here a test with a guinea pig that can be applied to a wide range of people in the home environment. This standardized test and simple coding system enabled us to characterize individual behavioral profiles of children and compare them in relation to different factors (e.g., gender, age, pet ownership). We observed 59 children (32 girls, 27 boys), aged between 6 and 12 years old. Our results show that most children first looked at the guinea pig (72%), smiled when they saw it (49%), and then went directly towards it without looking at their parent (79%). Many children touched the animal without hesitation (86%). Moreover, this test reveals more than the mere interest of children in guinea pigs. Indeed, a cluster analysis differentiated four behavioral profiles that reflected aspects of the children's experience, gender, and lifestyles. When encountering the unfamiliar guinea pig, children could be “confident” (go straight to the animal and touch it; 64%), “anxious” (look at parent; 12%), “indirect” (hesitate and touch; 14%), or “careful” (emit vocal and/or verbal behaviors; 10%). The potential future application of this research is to compare behavioral profiles quantitatively over the long term, taking into account the development and experiences of people with typical development and those with atypical development (e.g., autistic disorders).     

“Gift Giving” by Wild Bottle nose Dolphins (Tursiops sp.) to Humans at a Wild Dolphin Provisioning Program,Tangalooma, Australia

ABSTRACT

While there is increasing interest in the impact of animal interactions upon children's wellbeing and attitudes, there has been less attention paid to the specific characteristics of the animals that attract and engage children. We used a within-subjects design to explore how differences in animal features (such as their animacy, size, and texture) impacted upon pre-school children's social and emotional responses. This study examined pre-schoolers' interactions with two animal-like robots (Teksta and Scoozie), two insect types (stick insects and hissing cockroaches) and a dog (Teasel, a West Highland Terrier). Nineteen preschool participants aged 35–57 months were videoed while interacting with the experimenter, a peer, and each stimulus (presented individually). We used both verbal and nonverbal behaviors to evaluate interactions and emotional responses to the stimuli and found that these two measures could be incongruent, highlighting the need for systematic approaches to evaluating children's interactions with animals. We categorized the content of children's dialogues in relation to psychological and biological attributes of each stimulus and their distinctions between living and non-living stimuli; the majority of comments were biological, with psychological terms largely reserved for the dog and mammal-like robot only. Comments relating to living qualities revealed ambiguity towards attributes that denote differences between living and non-living creatures. We used a range of nonverbal measures, including willingness to approach and touch stimuli, rates of self-touching, facial expressions of emotion, and touch to others. Insects (hissing cockroaches and stick insects) received the most negative verbal and nonverbal responses. The mammal-like robot (rounded, fluffy body shape, large eyes, and sympathetic sounds) was viewed much more positively than its metallic counterpart, as was the real dog. We propose that these interactions provide information on how children perceive animals and a platform for the examination of human socio-emotional and cognitive development more generally. The children engaged in social referencing to the adult experimenter rather than familiar peers when uncertain about the stimuli presented, suggesting that caregivers have a primary role in shaping children's responses to animals.     

Attitudes and activities related to urban wildlife: Pet owners and non-owners

Abstract

A survey on attitudes toward common urban animal species was conducted in Trondheim, Norway. Owners of pet animals liked most of the 24 species included more than did non-pet owners. Only for less popular species (mosquitoes, rats, snails, and insects) were no differences found between the two groups. Pet owners also fed wildlife more often, and they participated more often in animal-related activities, compared with non-pet owners. Experiences of problems with animals did not seem to influence attitudes toward other species than those causing problems.     

Belief in Animal Mind among Spanish Primary School Children

Beliefs concerning the mental experiences of nonhuman animals have been related to how people treat, see, and take care of nonhuman animals. Whereas this issue has been the subject of several studies on adults, few have been conducted with children. Taking advantage of a recently published scale, the Child-BAM questionnaire, we aimed to explore the beliefs in animal minds of Spanish primary school children. The study also considered the effects of a child's age, school year group, gender, and pet ownership on their beliefs in animal mind. The Child-BAM questionnaire, concerning the mental capabilities of eight different species (human, chimpanzee, dog, cow, otter, sparrow, frog, and fish), was distributed at a primary school sited in Cordoba, Spain. A total of 416 participants were included aged between 6 and 13 years. Each child provided scores for animals’ ability to have intelligence, experience pain, fear, happiness, and sadness, and total scores for the eight species were calculated. The results showed that children's beliefs about animal minds differed depending on the type of animal, and that children were more likely to believe in the emotional capacities of animals rather than their cognitive capabilities. Dogs achieved similar scores to humans regarding all capabilities, and higher than any other species, while the cow, fish, and frog generally scored the lowest. Age, school year group, and having a companion animal at home affected beliefs in animal minds, whereas gender had no effect. This study highlights cultural similarities in children's beliefs about animal minds and the potential importance of this variable for future research in child–animal interactions.     

Testing the Roles of Intergroup Anxiety and Inclusion of Animals in the Self as Mechanisms that Underpin the “Pets as Ambassadors” Effect

It has been suggested that pets provide the opportunity for humans to develop more positive attitudes and relationships toward a wider range of animal types—including toward non-pet animals—this is called the “pets as ambassadors” hypothesis. In this study, we build both on research conducted on human–animal relations and in social psychology to investigate the hypothesis, as well as two likely mechanisms involved in this effect: inter- group anxiety (toward animals) and inclusion of animals in the self. An online questionnaire was completed by 238 Canadian participants (M = 28.6 years old, SD = 8.53; 102 women). Using structural equation modeling (SEM), we tested a model whereby contact with pets predicted greater inclusion of ani- mals in the self and lower intergroup anxiety toward animals in general. In turn, these two psychological processes predicted more positive attitudes toward a broad range of animal types (e.g., wild/pest animals, animals used for human purposes) and animals in general. Finally, these positive attitudes toward animals predicted more pro-social behavioral intentions toward animals. The hypothesized model showed a good fit. Bootstrapping analyses further con- firmed the mediating roles of inclusion of animals in the self and intergroup anxiety toward animals in the associations between contact with pets and attitudes toward animals in general. The hypothesized model also presented a more satisfactory fit compared with an alternative model. Altogether, these findings underline the importance of contact with pets in fostering more positive human–animal relations and promoting animal welfare. These results also support the applicability of social psychological theories and principles in the realm of human–animal relations.     

Anthropomorphism in Japanese Women's Status Terms used in Talk to Potential Guide Dogs

Abstract

We surveyed residents' attitudes toward common urban animals and their participation in animal-oriented activities in the city of Trondheim, Norway. The results show that people most like small birds, squirrels, butterflies, hedgehogs, ducks, geese and dogs, and dislike bats, snails, invertebrate species, mice and rats. Birds of prey, foxes, cats, bumblebees, magpies, pigeons, badgers, gulls, grasshoppers and crows received a neutral ranking. Generally, females more than males liked the popular and neutral species, while males more than females liked the less-preferred animals. A negative association was found between age of respondents and preferences for birds of prey, dogs, cats, badgers, bats, mice and rats. This relation was positive for some invertebrate species, and small and medium-sized birds. A positive correlation was found between educational level of the respondents and preference scores for most of the species listed. Watching television programs about nature (59% often/very often) and watching/feeding birds (41%) were the most frequently reported animal-related activities. When walking in the neighborhood, important animal-related motives for doing this were to observe birds (42%) and to observe mammals (34%). Interest in bird observation and television programs about nature increased with increasing age. Few respondents reported experiencing problems with wildlife, but dogs and cats were more often (36%) considered to create problems. These results indicate that wildlife plays an important role in shaping urban residents' daily experiences, and that both animals and their habitats should have a higher priority in urban planning and management.     

Attitudes toward Animals: A Study of Portuguese Children

In this study we analyzed the attitudes toward different animals in 210 Portuguese children: 107 boys and 103 girls, aged between 8 and 10 years, attending the 3rd and 4th years of primary school. We used a questionnaire with two distinct parts. In the first part, the children were asked about the degree to which they liked 25 different animals, using a scale ranging from ?7 (strongly dislike) to 7 (like very much), and to give their reasons for the value attributed. In the second part, they were asked whether in the event of the animals being threatened with extinction, it would be important to save any of them. We also asked for the reasons for their opinion. The most popular animals were big mammals and also birds. Certain gender differences were present, with boys preferring predators and other animals with a traditionally bad image, like bats and sharks. The most disliked animals were insects, but also those that were thought of as a danger to humans. However, we found a moderate positive correlation between liking and saving an animal, although this was lower in the case of the girls toward several animals. This shows that a negative perception of an animal does not always mean a negative attitude toward it. In part, the reasons for liking an animal were different from the reasons for saving it. All the results are important for the design of primary school teaching activities involving animals, including the fact that some reasons that the children gave revealed a lack of knowledge about the meaning of certain behaviors of the animals and of their ecological role.     

Parental Perceptions of their Children's Involvement with Household Pets: A Test of a Specificity Model of Nurturance

ABSTRACT

To test hypotheses derived from a specificity model of the development of children's nurturance, parents of preschool, second-grade and fifth-grade children (n=707) reported the frequency of their children's play with and care of pets as well as play and care directed to younger siblings, non-family babies, and elderly persons. Parents also reported on their children's frequency of expressed interest in animals, babies, and nurture in general. As predicted, gender differences were found for frequency of time spent with babies but not with pets. Frequency of time with pets was related to expressed interest in animals but not in babies. Children who had pets but no younger siblings were reported to spend more time with pets than were children with both pets and younger siblings. Children without pets were reported to express interest in babies more often than did pet owning children.