The Development Of Promise Cognition Of Primary School Children And The Impact Of Promise On Their Fair Decision-making

Keeping promise is regarded as the virtue of human civilization,which plays a very important role in the development of society and the progress of the nation.For elementary school students,keeping their promises has an important impact on their good habits and interpersonal relationships.At the same time,children's fair decision-making is also an important part of their social development.So as a mode of cooperation in social interaction,how does keeping promises affect children's fair decision-making?In this study,the research on the development of children's promise cognition and the impact of promise on fair decision-making is carried out.This study elaborates on the definition of promise,promise cognition,promise behavior,fair decision-making,as well as related research on promise and fair decision-making at home and abroad.Based on previous research,this study explores children's promise cognition and actual promise behavior using story-scenario and natural experiment methods.It is mainly divided into two studies:In Study 1,collected daily promise situations of 90 primary school children through semi-open questionnaires and interviews,and compiled 4 stories of promise situations with good reliability and validity.A self-made promise story questionnaire was used to investigate the moral evaluation and attribution of 271 children in grades 2,4 and 6 to the promise behavior in story situations,and to explore the impact of grade,object,and breach of intention on primary school students' promise cognition.The results show that:(1)Primary school children's promise cognition improves with the growth of grades,and the majority of the 4th and 6th grade children tend to be promise-oriented attributions to moral evaluation.(2)Primary school children have "role effects" in judging behaviors of different promised objects.Grade 2 children make the most negative evaluation of breach of authority promises,while grades 4th and 6th consider it more unacceptable to violate peer promises.(3)There are differences in the moral evaluation of promise behaviors that violate the intention.Primary children's negative behaviors are more negative because of intentional violations after the promises,but the evaluation of unintentional violations of promises becomes positive.(4)There is an interaction between grade,object,and violation of intention.The 2nd grade children's evaluations of intentional breach of promise are lower than those of unintentional breach and non-promise,and the negative behaviors of the authority object without promise are lower than those of unintentional breach.However,children in grades 4 and 6 have shown this result in the object of authority or peer.In Study 2,it explored children's actual promise behavior and the factors that affect primary school children's promise behavior and fair decision-making,such as different promise forms and types,external situation of loss and internal inhibitory control.There are divided into two experimentals:In experiment 1,with 128 primary school children in 2,4 and 6 grades as participants,the impact of different promise forms(verbal promise,text promise,no promise)on fair decision-making of primary school children of different grades in the context of loss are discussed.There were also explored the relationship between promise cognition and actual promise behavior.The results found that:(1)Children's keep-promise behavior and fair decision-making increased with the grade.(2)Different forms of promise have an effect on primary school children's promise behavior.The total score of fair promise of oral promise is higher than that of no promise,while the text promise is most beneficial to children's compliance in the context of no benefit loss.(3)Loss situation has an impact on the promise behavior.Loss situations are reduced the break-promise behavior of grades 2 and 4,and it is also helpful to reduce the break-promise behavior after verbal promise,and increase fair behavior without promise.(4)Under different situations of loss,the correlation between promise cognition and actual promise behavior is not significant.In experiment 2,with 278 primary school students in grades 2,4,and 6 were used as participants(measured by the stop-signal task to divided into high and low inhibitory control level groups,and 144 participants were eventually effective).To explore the impact of different types of promise(voluntary promises,elicited promise)on fair decision-making of primary school children in different grades under different levels of inhibitory control,and explore the relationship between primary school children's promise cognition and actual promise behavior.The results found that:(1)Children's keep-promise behavior and fair decision-making increased with the grade.(2)Different types of promises have an impact on the promise behaviors.Voluntary promises are more conducive to compliance than elicited promise.(3)There is a significant marginal difference in high and low inhibitory control level.Primary school children under high inhibitory control level are more able to keep promise.(4)Under different levels of inhibitory control,there is a significant correlation between promise cognition and actual promise behavior.However,this result was not significantly related to the 6th grade children with high inhibitory control.Through the above studies,it was found that with the growth of grades,the promise cognition/keep-promise behavior/fair decision-making behavior of primary school children continue to improve,and children in grade 4 basically have a good promise cognition.In the absence of external loss,children's promise cognition can predict promise behavior to a certain extent.And children's promise behavior is also affected by the ability to inhibitory control and different promise characteristics.