小学生基于贡献和需求因素的资源分配及其与“读心”能力的关系

Resource Allocation Based on Contribution and Demand Factors in Primary School Student as Well as Its Relationship with “Mind Reading” Ability

目的:探讨小学生在基于贡献和需求因素的资源分配任务上决策行为,并分析其与心理理论、共情两种“读心”的关系,为小学生养成良好的助人为乐品德提供依据。方法:采用方便取样的方法,选取北京市某小学四年级的174名学生为研究对象,完成涉及按劳分配、按需分配两种因素的第三方身份资源分配任务,以及Strange Stories心理理论故事任务、《格里菲斯共情量表》。结果:只有贡献差异或只有需求差异的简单情境中,儿童能够明显地根据情境进行按劳分配或按需分配;在贡献差异、需求差异同时存在的复杂情境中,儿童也能够综合考虑两个因素进行分配。回归分析表明,在简单情境中倾向于按劳分配的儿童也会在复杂情境中更多地使用按劳分配原则,按需分配也如此;同时,心理理论不管是在简单情境还是复杂情境中,都能够正向预测儿童的按劳分配行为。结论:小学生会综合考虑接收对象的贡献和需求进行资源分配,其心理理论能力与这种资源分配决策有紧密联系。

Objective: To explore the decision-making behavior of primary school students in resource allocation tasks based on contribution and demand factors, and to analyze the relationship between it and the two “mind-reading” of theory of mind and empathy, so as to provide a basis for primary school students to develop a good moral of helping others. Methods: Using the convenient sampling method, 174 fourth-grade students in a primary school in Beijing were selected as the research objects, and completed the third-party identity resource allocation tasks involving two factors: distribution according to work and distribution on demand, and the Strange Stories theory of psychology story task, the Griffith Empathy Scale. Result: In simple situations where there are only differences in contribution or only differences in needs, children can be assigned according to work or according to needs;In complex situations where differences in contribution and needs exist at the same time, children can also take into account the two factors. Regression analysis shows that children who tend to be assigned according to work in simple situations will also use the principle of distribution according to work more in complex situations, and the same is true of assigning according to needs, at the same time, theory of mind, whether in both simple and complex situations can positively predict children’s distribution according to work behavior. Conclusion: Most children will comprehensively consider contributions and needs to allocate resources, and theory of mind is closely linked to children’s resource allocation decisions.