A Research On Primary School Students’Development Of Forgiveness Tendency After They Were Infringed By Their Companions

Forgiveness involves two people, that is to say, one is hurt deeply by the other from the perspectives of mentality, emotion, body or morality aspects. Forgivenessis an internal process that one frees himself from anger, hate and fear, and no longer avenges himself on his violators. With the development of positive psychology, forgiveness is gradually becoming an important research topic. According to the definition of forgiveness in foreign research, several achievements have been made in forgiveness process mechanism, factors of influencing forgiveness, etc. Chinese scholars pay much more attention on the relevant variables of forgiveness and the relation with forgiveness and mental health, etc. while the internal processing mechanism of forgiveness is less involved and the attribution of forgiveness is still a single dimension. Up to now, The subjects of forgiveness is limited in the groups of high school students and adults. Teenagers and primary school students are less involved. It contains significant social meaning to cutivate pupil’s forgiveness and help to promote the development of their moral education and psychological level enhancement.、This research approach is as follows:First, design a violation situation which often occurs among primary school students, based on interviews and survey of the4-6grade pupils, which is intended to analyze whether there are apologies and differentiation on forgiveness intendency on the condition of intentiona behavior and unintentional behavior. Then, analyze the level of empathy and self-control of the primary school students by employing questionnaire so that we can find out the relation of empathy and self-control. Thus, we can provide some statistics for cultivaton of forgiveness among pupils and moral judgement of prosocial behavior, which can promote the development of primary school students quality.The study found that:(1) No significant interaction exists among grade, gender and single child.(2) There are no significant interactions among grade and gender and grade and single child.(3) Significant interaction exists in the factors of apology, intention and consequence. Apology has the main effect:elementary school students tend to have higher level of forgiveness when there is an apology. Intention has the main effect as well:they tend to have higher level of forgiveness when the violation is unintentional rather than intentional. Consequence has the significant main effect:they tend to have higher level of forgiveness when the consequence of violation is not that serious.(4) Apology, intention and consequence can indirectly influence the pupils’forgiveness tendency through their anger level. If they are angrier, they will not forgive others easily. They are more likely to forgive others when there is an apology. When the violation is unintentional and the consequence is not very serious, they are less angry and inclined to forgive.(5) The primary school student’s forgiveness tendency is significantly related with their ability of self-control. Self-control can obviously predict the tendency of forgiveness.(6) Pupils from Grade4-6are still in the phase of compensation.