The Development Of Primary School Children's Ability Of Interactive Fairness Cognition And Its Impact On Social Mindfulness

Interactive fairness cognition is a kind of social fairness cognition.It refers to whether individuals feel the respect and concern of others in interpersonal communication and whether they have the night to know about decision-making.Cognition of interaction fairness can stimulate individual prosocial behavior.As a low-cost prosocial behavior,social mindfulness is affected by fair cognition.Fair cognition and social mindfulness are important aspects of children's moral cognition and moral behavior research respectively.The study of the relationship between the two helps to help children establish a correct moral outlook.This study intends to explore the developmental characteristics of children's interactive fairness cognition and its impact on social mindfulness.This study first expounds the concepts,development characteristics,research paradigms of interactive fairness cognition and social mindfulness,and the related theories and research results of the influence of interactive fairness cognition on social mindfulness.The study was divided into three studies.The first study is to explore the preparation of an interactive fairness situational questionnaire for primary school children.In the 3-6 grade of a primary school,249 children were randomly selected as group one,and 164 children were selected as group 2.Collect group stories related to unfair interaction in group one,write interactive unfair test materials,and screen out 9 story situations with good reliability and validity;verify the materials in group 2,and finally select 6 stories as formal Test materials for the questionnaire.The results show that:(1)The six interactive unfair story situations collected from the daily life of primary school children,the story is real and has a good representation.(2)Children's interaction unfair events occur mainly in schools and families.They can be divided into three types:teacher situation,elder situation and peer situation.Among them,the elders have the highest proportion,followed by the companion situation,and finally the teacher situation.(3)In the context of elders,the high-grade children encounter more unfair interactions than the lower-grade children and more girls than boys;in the teacher context,as the children's grades rise,the interaction unfair events are on the rise and there are more boys than girls;the interaction unfairness in the peer situation gradually decreases with the rise of the child's grade and the difference between men and women is small.(4)In the story situation compiled,children can feel the emotional experience related to unfair interaction.The formal questionnaire has good reliability and validity,which can be used to study the interactive fairness cognition of primary school children.The second study is to explore the characteristics of unfair cognitive development in primary school children.308 students from the 3rd to 6th grades were selected as the subjects,and the interactive fairness situation questionnaire prepared by the study was used to measure the unfairuess and coping style of the participants in different situations.The results show that:(1)Children in the third grade have already had interactive and fair cognition,and there are differences in grades.As the grades increase,the level of cognitive awareness of primary school children continues to increase.(2)There is gender difference in the interactive fairness perception of primary school children,and girls' awareness of interaction unfairness is higher than that of boys.(3)There are differences in the understanding of unfair interaction among primary school children in different situations.Children have the highest level of cognitive unfair events in peer situations,followed by teacher situations and finally elders.(4)The interaction situation type interacts with the primary school children's grade.In the third grade,the teacher situation and the elder situation are significantly lower than the peer situation;in the 4th grade,the elder situation is significantly lower than the peer situation;in the 5th grade,the teacher situation The situation with the elders is significantly lower than that of the companion situation;in the sixth grade,the teacher's situation is significantly higher than the elders' situation and the companion situation.(5)The unfair behavioral orientation of primary school children can be attributed to five kinds of relationship orientation,self-orientation,orientation of others,emotional orientation and result orientation.There are gender differences in relationship orientation,and boys tend to use relationship orientation than girls.The third study is to explore the impact of primary school children's interactive fairness cognition on social mindfulness.The companion situation in the questionnaire was compiled and the 128 children in the 6th grade were used as subjects to explore the impact of interpersonal fairness cognition and information fairness cognition on children's social mindfulness.The results show that:(1)The social mindfulness of primary school children will be affected by interpersonal fairness.The social mindfulness caused by interpersonal fairness perception are significantly higher than the interpersonal unfair cognition.(2)The social mindfulness of primary school children will be affected by the fair perception of information.The social mindfulness caused by information fairness perception are significantly higher than the information unfair perception.(3)Interpersonal fairness cognition and information fair cognition have significant interactions in the social mindfulness of primary school children.Under the conditions of interpersonal fairness,the awareness of information fairness is higher than the level of social mindfiulness caused by unfair information.In the case of interpersonal injustice,there is no significant difference in social mindflulness caused by information fairness cognition and information unfair cognition.(4)There is no gender difference in social mindfulness in primary school children.