People's feelings about fairness will not only affect their own mental health and behavior, but also affect social harmony. Therefore, fairness is a topic that is shared by multiple disciplines such as psychology, sociology and economics. In developmental psychology, the study of

Fairness is the center of human moral cognition. People's feelings about fairness will not only affect their own mental health and behavior, but also affect social harmony. Therefore, fairness is a topic that is shared by multiple disciplines such as psychology, sociology and economics.

In developmental psychology , the study of fairness is one of the important contents of children's moral development. Children's understanding of fairness is closely related to the development of moral cognition, moral behavior and prosocial behavior. Studying children's fair cognition is also of great significance to promoting children's socialization.

Therefore, in recent years, the development of children's fair cognition has been increasingly valued by researchers.

Looking at the research on fair cognition in the field of psychology, psychology researchers mainly divide fair cognition into two dimensions: distribution fair cognition and procedural fair cognition for research. However, research on children's fairness cognition mainly focuses on distribution fairness cognition.

Previous discussions on the development characteristics of distribution fairness cognition found that the age of 4, 5 to 11 and 12 years old are important stages of the development of distribution fairness cognition in children. However, researchers still have great differences on the development trend of fair cognition level of distribution among children of all ages.

program fair cognition As another important dimension of fair cognition, the development of children's program fair cognition has been ignored by researchers. Previous studies have found it difficult for children to reach the stage of mastering procedural fairness. Darley and Shultz's research on children's moral judgments shows that children's focus on procedures is later than the development of other moral judgments.

Given that 4, 5 to 11 and 12 years old are important periods for the development of children's distribution fair cognition, 5, 6 to 10 and 11 years old are periods for children's program fair cognition from the beginning to the gradual development.

Therefore, I want to use primary school children as subjects to discuss the development trends of distribution fairness and procedural fairness among children aged 7, 9 and 11 years old, and further explore the impact of children's fair experience on helping behavior, enriching theoretical research on the field of fairness and prosocial behavior.

Fairness can influence self-motivation through individual focus.

When fair, the subjects pay attention to obtaining positive results, so they have a positive experience; when unfair, the subjects pay attention to avoiding negative results, so the fair experience is also high, and the level of helpful behavior is also higher. There was a significant difference in helping behavior between the fair experience group and the other three unfair experience groups.

This can be explained by the fair relationship model proposed by Lind and Tyler. The relationship model explains the psychological process of fair judgment from the perspective of relationships. Individuals who are treated fairly believe that they are accepted and recognized by the group they belong to improve their social value and sense of belonging.

Therefore, individuals tend to show higher prosocial levels under this fair experience, thereby performing more helpful behaviors. Fair experience can also affect individuals' sense of social identity, and fair experience can inspire one's own collective concept.

Unfair experience will stimulate one's personal concepts and prompt individual behavioral responses to point to the protection of self-interest. When encountering unfair situations, individuals will strengthen their self-protection awareness, thereby producing more selfish behaviors, and the level of altruistic behavior will be significantly reduced.

Therefore, in the study, subjects with high fair experience may have inspired their collective concepts, making them pay more attention to the realization of the interests of others, while subjects with low fair experiences stimulated their personal concepts and only focused on the maintenance of self-interests, resulting in subjects with high fair experiences significantly higher behaviors in assisting people than subjects with low fair experiences.

Previous studies have shown that there is a significant positive correlation between empathy and helping behavior. In recent years, some researchers have proposed that the occurrence of prosocial behavior is a complex process, which requires individual psychological theory and transference to be stimulated through complex interactions.

Because psychological theory helps children correctly perceive and explain other people's needs and feelings, it cannot guarantee that children use the information they obtain in a positive way.

Transfer As an important source of motivation to stimulate individual prosocial behavior, it needs to be based on a certain cognitive basis, that is, the ability of individuals to infer and understand other people's emotional cues, which involves individual psychological theory. The occurrence of prosocial behavior in

is likely to be a reflection of the joint interaction between primary school children's psychology theory and transference ability. The high-equity experience group and low-equity experience group have significant differences in helping behavior, which may be because the level of fair experience affects the role of children's psychological theory and empathy.

fair experience subjects are satisfied with their own interests, which promotes individuals' psychological theory and empathy ability to play their due role, making them pay more attention to the needs of others, and thus makes the subjects develop more helpful behaviors.

, and subjects with low fair experience only pay attention to their own personal interests at this time, and their psychological theory and empathy ability are suppressed, thus reducing the subjects' helpful behavior.

Different fair experiences may also trigger different emotional experiences of subjects. Subjects with high fair experiences will have positive emotions such as pleasure and pride, and are more willing to help others under positive emotional experiences.

. Subjects with low fair experience will have negative emotions of sadness, anger and even resentment. Individual behavior will be affected by this negative emotion, resulting in subjects not only being unwilling to help others, but even doing aggressive behaviors.

Lu Guangli, Jiang Yanju believes that fairness can affect self-motivation through individual focus. When fair, subjects pay attention to obtaining positive results, thus creating a positive experience; when unfair, subjects pay attention to avoiding negative results, and therefore have less positive experience.

Cropanzano and Weiss studied the relationship between procedural fairness and outcome preferences and emotional responses. They found that when subjects found that the process was unfair and suffered unsatisfactory results, they were most likely to get angry and frustrated.

Therefore, they particularly emphasize the importance of emotional factors in fair judgment, and emotions often make individuals express themselves in some way.

The difference in the helping behaviors in the fairness of the program and the fairness of the results group and the control group is not significant, which may be related to the cognitive development of primary school children and the improvement of moral judgment ability. Without being affected by negative events and emotions, primary school children can rationally and objectively analyze whether the recipient needs help, the urgency of helping others, the consequences of helping others, etc., so as to make a judgment on whether to help others.

, and the 5th grade primary school children's view selection and empathy ability have improved to a certain extent and have stabilized. They can think about problems from the perspective of the recipient, realize the needs of others, and are willing to help others spontaneously, rather than helping others in order to get some reward.

The difference in the helpful behaviors of the program fair, the result unfair group and the procedure unfair group, and the result fair group were not significant. It shows that unfair results and unfair procedural unfair effects on the subjects’ unfair experience, thus affecting the subjects’ helpful behavior.

Program fairness, result unfairness group and procedure unfairness group, and result fairness group are not significantly different. It shows that unfair results and unfair procedural unfair effects on the subjects’ unfair experience, thus affecting the subjects’ helpful behavior.

plays a great role in helping others, procedural fairness and result fairness play a great role. Zhang Guang and Liu Weiwei's study on whether college students value procedures or results shows that procedural fairness and result fairness are highly overlapping in most cases.

can only be said that procedures and results jointly affect college students' sense of fairness, and it is impossible to tell whether college students attach more importance to procedures or results. This trend can also be concluded from researchers' early focus on distribution fairness to researchers' attention to procedural fairness in recent years, and people's attention to outcome fairness and procedural fairness is the same. The results of the

study also show that for 5th grade primary school children, procedural fairness and outcome fairness are equally important. They not only pay attention to distribution fairness, but also attach great importance to procedural fairness.

Therefore, there is an overlap between procedural fairness and result fairness in primary school, which is not the low moral judgment ability of primary school students as previously studied, and "proceduralness" is a characteristic of the highest stage of moral judgment, which is difficult for children to achieve.

Therefore, when implementing a decision, adults should not only make the results fair, but also let children know whether the execution process is fair, so that children can have a stronger fair experience and thus make positive behaviors.

Educational advice

School advice

(1)Teachers should treat every student fairly. No matter whether the students' grades are good or bad or their appearance is beautiful or ugly, teachers should treat everyone equally, truly care for and love every student, and treat every student fairly. This will not cause psychological gaps for students and allow students to grow up healthily and happily.

(2) While attaching importance to fair results, we must also attach importance to fairness in the process. Teachers should try to make a decision in a fair way. It is best to allow students to participate in the decision-making, so that students can feel respected and treated equally while deepening the relationship between teachers and students.

(3) Provide ethical elective courses and activity practice classes related to fair cognition to improve students' fair cognition and moral cognition level, and provide cognitive education to children from multiple aspects.

Family recommendation

(1) With the opening of the second-child policy, more and more families will have more than one child. Parents should pay special attention to getting along with several children. Do not treat their children differently based on their preferences, and form a harmonious parent-child relationship and brother-foot relationship in the family.

(2) Parents should pay attention to cognitive education for their children, especially preschool children, so that they should realize that fairness does not necessarily mean equality. As brothers or sisters, they can appropriately be humble to younger brothers and sisters, and learn to be courteous when dealing with other children and take care of children in need.

(3) Learn more about your child’s thoughts and relieve your child’s negative emotions. Pay attention to teaching by words and deeds, so that children can recognize their parents' practices from the bottom of their hearts, thereby truly promoting changes in their children's cognitive aspects and thus changing their behavior.

Students suggest that

When students are treated unfairly, they should speak out bravely and learn to protect their rights.

Fairness is not absolute. Students should think about others from the perspective of others, consider fairness based on multiple factors, and achieve humane relative fairness.

Usually, we interact with teachers, parents and peers, learn more from elders and role models, improve our cognitive level, and do more behaviors that are beneficial to others.