The Psychological Research Of Adolescents' Care Value

Every individual has two kinds of ethic tropisms, justice and care, which are related to gender. The tropisms are elaborated all through individual's life, including under various ethics environments. "Care" refers to sympathizing, concerning, cherishing, and helping other people. Value is the focus of individual socialization, as well as the emphasis of psychologists' researches. Contribution is one of the behavior demonstrations of care. The research is composed of two parts. The first part studies the stamp factors of adolescents' care value, and the factors affecting its forming. The second part investigates the factors affecting contribution.In the first part of the research, the author conducts a survey by an open questionnaire among 205 students aged between 15 and 24, then designs a formal questionnaire basing on the data in the first step. The informants are 619 students aged from 13 to 28. . After factor analysis, the care value is decomposed into seven main factors: ethics traits, care characteristics, communication characteristics, external character, internal temperament, esteem characteristics, and social responsibility. The author also compares their differences in grades and majors: (1) the difference of grade comes from the difference between junior high school and senior high school junior undergraduates senior undergraduates; (2) the difference of major comes from the difference between engineer, and literature science art majors. The author also compares the differences of genders and geography specifically to the seven factors. The factors affecting the forming of their care value are different in many aspects, probably caused by the difference of their family educations, school educations, social environments, economic conditions, and personal developments.In the second part, by 2(model contribution number) x 2(contribution goal) simulation situation experiment, the author investigates the factors affecting the contribution behaviors of 70 undergraduate students aged between 17 and 22, as well as learns their cognizing evaluation of their contributions by questionnaire. The research discovers that both the model contribution number and contribution goal have remarkable effect on students' contribution. Students tend to contribute more when model contribution number is greater and the contribution goal is clearer. However, when combining the simulation situation experiment and questionnaire data, the author finds that when the value of contribution is not able to catch the attention of students, the contribution behaviors of students probably take a random way, and are seldom affected by, even immune to, the control of other factors.