The Development Of Social Mindfulness Of Junior School Student And Its Influence On Fairness Behavior

Social mindfulness behavior is a kind of prosocial behavior.In interpersonal interactions,individuals with high social mindfulness will consciously pay attention to,respect and protect the needs and rights of others.Junior high school is in adolescence,which is the key period of rapid physical and mental development.Students are vulnerable to various external factors,whether learning or interpersonal relationships may also undergo tremendous changes at this time.Therefore,the development of social mindfulness in the junior high school students deserves our attention.In addition,this study also intends to explore the impact of social mindfulness behavior on fairness behavior of junior high school students.Firstly,this study elaborates the concept,development characteristics,research paradigm of social mindfulness behavior and fairness behavior,as well as the related theory and research results of the impacts of social mindfulness on fairness behavior.This study is divided into two parts.The first study is to explore the development characteristics and influencing factors of social mindfulness behavior of junior high school students.The main purpose of this study is to explore the grade differences of their social mindfulness behavior and it’s internal and external influencing factors(theory of mind,social interaction mode and feedback type),including two experiments.In the first experiment,991 junior high school students in grades 7,8 and 9(628 effective subjects were left after grouping different types of ToM level)were selected to explore the effects of grade,gender and types of ToM level on junior high school students’social mindfulness behavior by using cartoon vignette paradigm and social mindfulness paradigm.The results show that:(1)The social mindfulness behavior of junior high school students rises first and then decreases with the increase of grade,which shows a trend of rising first and then declining with the increase of grade,that is,social mindfulness behavior of Grade 8 students is significantly higher than that of Grade 7 and 9 students,and there is no significant difference between the latter two.(2)There is no significant gender difference in social mindfulness among junior high school students.(3)Different types of ToM level will affect social mindfulness behavior.There is no significant difference between students with high ToM and those with high affect ToM,but both of them are significantly higher than those with high cognitive ToM and low ToM,and there is no significant difference between the latter two.(4)There is a significant interaction between grades and types of ToM level.For the 7 grade students,the social mindfulness behavior of the students with high ToM level and high affect ToM is higher than that of the students with high cognitive ToM level and low ToM level,but there is no significant difference between the former two and the latter.For 8 and 9 grade students,there is no significant difference in the social mindfulness behavior by different types of ToM level.In the second experiment,360 junior high school students in grades 7,8 and 9 were selected as subjects to explore the effects of different social interaction modes and feedback types on their social mindfulness behavior using social interaction scenarios and social mindfulness paradigm.The results show that:(1)The interaction between grade and feedback type in junior high school students’ social mindfulness scores is significant.In the 7 grade students,the social mindfulness behavior under positive feedback condition is significantly more than that under negative feedback condition;in the 8 grade students,the social mindfulness behavior under negative feedback condition is significantly more than that under positive feedback condition;in the 9 grade students,there is no significant difference in the social mindfulness behavior under the two conditions.(2)The interaction between social interaction mode and feedback type is significant in the score of social mindfulness.In the cooperative situation,junior high school students’ social mindfulness behavior under the condition of positive feedback is significantly more than that under the condition of negative feedback;in the competitive situation,junior high school students’social mindfulness behavior under the condition of negative feedback is significantly more than that under the condition of positive feedback.The second study is to explore the impact of social mindfulness on fairness behavior.In this study,120 eighth-grade junior high school students were selected as subjects,and the SoMi paradigm and the dictator game paradigm were used to explore the influence of social mindfulness behavior and gender of interactive objects on the fairness behavior of junior high school students in grade 8.The results show that:(1)The fairness behavior of the eighth grade junior high school students is influenced by the social mindfulness behavior.Students in the high social mindfulness perception initiation group behaved more fairly than those in the low social mindfulness perception initiation group.(2)The fairness behavior of junior high school students in Grade 8 is influenced by the gender of the interaction objects.Compared with interaction objects of different sex,junior high school students show more fairness towards the same sex interaction objects.(3)There is a significant interaction between social mindfulness behavior and gender interactive objects.In the high social mindfulness group,there is no significant difference in the fairness behavior of junior high school students to the interaction objects of the same sex and the opposite sex;in the low social goodwill perception group,the fairness behavior of the same sex interaction objects is significantly more than that of the opposite sex interaction objects.