The Development Trend Of Children’s Envy And The Emotional Impact On Persistence In Primary School Children

In recent years, the number of emotion research related self-consciousness has risensteadily, envy as a kind of self-consciousness emotion has a wider range of attention,especially in the domestic,case which is caused by envy attaches great importance topeople, society calls for envy research also. The development of envy and itsmechanism of action aroused a heated discussion, the present study was to investigatethe development trend of children’s envy and the emotional impact on persistence inprimary school children.In this study, first of all describing the define of envy meaning, relevant research andmethods in detail, but also making a statement on the relationship between emotion andpersistence. Followed on the basis of previous studies I conducted on three researches,investigate the development trend of children’s envy and the emotional impact onpersistence in primary school children.In Study1,177children from grade3to grade5in ShuiHe Primary school areassigned to the group1,133children from grade3to grade5in WangTai Primary schoolare assigned to the group2. Collected in group1context story about envy and written testmaterial of14stories, validated by the group2, and ultimately determine themeasurement material of eight stories. The results showed that:(1) the story of envysituation was collected from students in real life, and has a representative.(2) envy ofprimary school children can occur at multiple locations, such as schools, in homes andother environments, mainly in the school environment, and mainly related to schoolacademic envy, the addition of a small part occurs in the recognition of the teacher andother students partner recognition in the context; still part occurs in the homeenvironment, while tend to occur in rich family life, occurred in a small number of parents’ preference and parents praise others situations; finally a small part occurs inother environments, in particular to the appearance of envy, morality and games envy.(3) In the context of the preparation of the story, children can feel and experiencerelated to envy, envy test can be used to measure the primary envy.In Study2, with343primary school children in grades3-5were tested to measurethe degree of envy with envy emotions measurement materials prepared by syudy1, andthen explore the degree of development characteristics of students envy. The resultsshowed that envy of the highest degree of three grade happened in the family, but thereis no significant difference of envy between family and school environment in grade3.Three grades differences of envy between schools and other place is not significant2)In the school context, the boy’s envy in grade4and5is significantly higher than girls,there is no gender differences in grade3. In the male population, grade5scoresignificantly higher than grade4score, there was no significant difference in grade3and4, grade3and5. In the female population, Score the highest grade is grade3,4and5grade difference was not significant.(3) In the home environment, in boys, envy withhigher grade did not change significantly, in girls, level of envy grade4is the lowest andno significant difference in grade3and5. In grade4envy of the boys are higher thangirls,no significant gender difference in grade3and5to envy.(4) In other situations, theenvy of the boys are higher than girls, Compared with3grade envy, grade4of the envyis significantly reduced,grade3and5,4and5are not significantly different.In study3, With emotional state and gender as the independentvariable,persistence as dependent variable to experiment,to investigate the impact ofenvy on persistence. The experimental group with memory method induce envy ofexperience, with83primary school grade5students as subjects to test.Results showedthat:(1) primary school children in grades5persistence no gender differences.(2) Grade5primary school children with envy persistend more than in the control group.