The Developmental Characteristics Of Junior Middle School Students’ Understanding Of Guilt Emotion In Lying Situation

Guilt as a typical moral emotion,has an important regulatory role in moral behavior and social relations.In recent years,in the field of moral emotions and self-consciousness,scholars at home and abroad are concerned about the development of children’s understanding of guilt,but also a lot of research results.Based on the background of Chinese culture,this study explores the development characteristics of junior middle school students’understanding of guilt in individual and collective interests,as well as the developmental characteristics of the understanding of guilt in academic situation and rules.And further explore the teachers’ different educational methods on the understanding of the feelings of junior high school students.The first study shows that there is a significant difference in the understanding of guilt in junior high school students.Compared with the regular situation,more junior high school students can understand the guilt in the academic situation.There is a significant difference in the understanding of guilt among junior high school students in different lying situations.In the academic context,compared to the collective interests of lying,lying for personal interests,there are more junior high school students to understand the guilt;and in the case of the situation,the opposite situation.The second study shows that the different levels of guilty comprehension show different results in the behavioral outcome variables.There is no significant difference between individual criticism and public criticism on the first level of guilt.In the second and third levels of guilt,junior high school students have significant differences in the understanding of guilt emotions of different behavior results.Compared to the individual criticism,junior high school students to be publicly criticized,more able to understand the guilt.The junior high school students ’ability to understand the guilt of public criticism is significantly higher than that of the unquestionable guilt,and the junior high school students’ ability to understand the feelings of individual criticism is significantly higher than that of the unquestionable comprehension.