8~15岁儿童贫富观的发展特点及其与成人的比较

doi:10.16187/j.cnki.issn1001-4918.2022.04.02

摘要/Abstract

摘要： 儿童贫富观是其价值观的重要体现,贫富观形成是儿童社会化进程中的重要方面,然而目前国内尚缺乏中国儿童贫富观的系统研究。本研究以8~9岁、11~12岁、14~15岁以及成人(主要为大学生,年龄为20.7±1.32岁)为研究对象(N=186),结合开放性问题和结构化问卷,考察他们对于贫富的感知、公平判断、归因以及对于缓解贫困对策的认识。结果发现:控制社会经济地位之后,(1)8~9岁儿童对贫富的认识局限于表面特征,11~12岁更关注心理特征,而成人提及系统特征的比例更高;(2)8~9岁儿童较其他年龄组更倾向于对贫富做不公平的判断;(3)在贫富的归因和缓解贫困的对策上,儿童和成人都认可个人因素的重要性,但成人更多关注国家政策和社会的影响,并且认为消除贫困是不可能的。中国儿童贫富观的发展与西方已有研究相比,既有共性也有文化特异性。

关键词: 儿童, 贫富观发展, 认知发展理论, 中国的社会文化环境

Abstract: The understanding of economic inequality plays an important role in children's evaluations of individuals and societies as well as their opinions on governmental policy issues including taxation and welfare. Based on cognitive-developmental theory, this study recruited 186 Chinese participants (8~9 year olds; 11~12 year olds; 14~15 year olds; adults, mainly undergraduates, age:20.7±1.32) and had them fill out a self-reported questionnaire about the nature, justification, causes and alleviation of poverty, including open-ended questions and structural items. Our findings were as follows:After controlling for SES, (1) 8~9-year-old children were more likely than adults to describe the rich/poor with peripheral features; 11~12-year-old children placed more emphasis on the psychological features than other age groups; Adults' descriptions focused more on systemic features than 8~9-year-old children; (2) 8~9-year-old children were more likely to claim it is unfair that some people are poor while some are rich than other age groups; (3) Both children and adults mentioned personal factors in the causes of poverty and ways to alleviate poverty, while adults were more likely to focus on external factors such as national policy and societal factors and suggest it is impossible to eliminate poverty. In conclusion, some similarities have been observed between children in this study and their Western counterparts regarding the development of understanding of wealth and poverty, such as the description of the rich/poor. However, differences were also detected, particularly in children's ideas about the causes, justification, and alleviation of poverty. Chinese children placed more emphasis on personal factors and were more likely to believe that poverty was fair, compared to children in previous Western studies. The cultural implication of the results is discussed. Our findings provided a theoretical and empirical basis for other future studies to investigate this complicated development.

Key words: children, the development of the understanding of wealth and poverty, cognitive-developmental theory, Chinese sociocultural environment

中图分类号:

B844

江盈颖, 安静, 马丽, 朱莉琪. 8~15岁儿童贫富观的发展特点及其与成人的比较[J]. 心理发展与教育, 2022, 38(4): 466-474.

JIANG Yingying, AN Jing, MA Li, ZHU Liqi. 8~15 Year Olds’ Understanding of Wealth and Poverty including a Developmental Comparison between Children and Adults[J]. Psychological Development and Education, 2022, 38(4): 466-474.

参考文献

Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R. (2000). Relationship of subjective and objective social status with psychological and physiological functioning:Preliminary data in healthy white women.Health Psychology, 19(6), 586-592.
Chafel, J. A., & Neitzel, C. (2005). Young children's ideas about the nature, causes, justification, and alleviation of poverty.Early Childhood Research Quarterly, 20(4), 433-450.
Davidai, S. (2018). Why do Americans believe in economic mobility? Economic inequality, external attributions of wealth and poverty, and the belief in economic mobility.Journal of Experimental Social Psychology, 79, 138-148.
Enesco, I., & Sada, A. N. (2003). The development of the conception of socioeconomic mobility in children from Mexico and Spain.Journal of Genetic Psychology, 164(3), 293-317.
Flanagan, C. A., Kim, T., Pykett, A., Finlay, A., Gallay, E. E., & Pancer, M. (2014). Adolescents' theories about economic inequality:Why are some people poor while others are rich?Developmental Psychology, 50(11), 2512-2525.
Kraus, M. W., Piff, P. K., & Keltner, D. (2011). Social class as culture:The convergence of resources and rank in the social realm.Current Directions in Psychological Science, 20(4), 246-250.
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism:How the rich are different from the poor? Psychological Review, 119(3), 546-572.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data.Biometrics, 33(1), 159-174.
Leahy, R. L. (1981). The development of the conception of economic inequality:I. Descriptions and comparisons of rich and poor people. Child Development, 52(2), 523-532.
Leahy, R. L. (1983). Development of the conception of economic inequality:II. Explanations, justifications, and concepts of social mobility and change.Child Development, 19(1), 111-125.
Leahy, R. L. (1990). The development of concepts of economic and social inequality. New Directions for Child Development, (46), 107-120.
Li, W., Wu, J., & Kou, Y. (2020). System justification enhances life satisfaction of high- and low-status people in China. Social Psychological and Personality Science, 11(5), 588-596.
Ma, J., Hu, Z., & Gocłowska, M. A. (2016). Cultural orientation in China:Differences across five generations of employees. Social Behavior and Personality:An International Journal, 44(4), 529-540.
Mistry, R. S., Brown, C. S., Chow, K. A., & Collins, G. S. (2012). Increasing the complexity of young adolescents' beliefs about poverty and inequality:Results of an 8th grade social studies curriculum intervention.Journal of Youth and Adolescents, 41(6), 704-716.
Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., & Gillen-O'Neel, C. (2015). Elementaryschool children's reasoning about social class:A mixed-methods study. Child Development, 86(5), 1653-1671.
Ramsey, P. G. (1991). Young children's awareness and understanding of social class differences.The Journal of Genetic Psychology, 152(1), 71-82.
Shutts, K., Brey, E. L., Dornbusch, L. A., Slywotzky, N., & Olson, K. R. (2016). Children use wealth cues to evaluate others.PLoS ONE, 11(3), Article e0149360.https://doi.org/10.1371/journal.pone.0149360
Sigelman, C. K. (2012). Rich man, poor man:Developmental differences in attributions and perceptions.Journal of Experimental Child Psychology, 113(3), 415-429.
Spence, S., Helwig, C. C., & Cosentino, N. (2018). Children's judgments and reasoning about same-sex romantic relationships.Child Development, 89(3), 988-1003.
Stevenson, H. W., Lee, S.-Y., Chen, C., Stigler, J. W., Hsu, C.-C., Kitamura, S., & Hatano, G. (1990). Contexts of achievement:A study of American, Chinese, and Japanese children.Monographs of the Society for Research in Child Development, 55(221), 1-125.
Zhou, C., Yiu, W. Y. V., Wu, M. S., & Greenfield, P. M. (2017). Perception of cross-generational differences in child behavior and parent socialization:A mixed-method interview study with grandmothers in China.Journal of Cross-Cultural Psychology, 49(1), 62-81.
陈艳红, 程刚, 关雨生, 张大均. (2014). 大学生客观社会经济地位与自尊:主观社会地位的中介作用. 心理发展与教育, 30(6), 594-600.
高志强. (2016). 《论语》中的归因思想探析. 心理学探新, 36(1), 3-7.
郭永玉, 杨沈龙, 李静, 胡小勇. (2015). 社会阶层心理学视角下的公平研究. 心理科学进展, 23(8), 1299-1311.
国家统计局. (2017). 2003-2016年全国居民人均可支配收入基尼系数. 2019-07-10取自http://www.stats.gov.cn/ztjc/zdtjgz/yblh/zysj/201710/t20171010_1540710.html
师保国, 申继亮. (2007). 家庭社会经济地位、智力和内部动机与创造性的关系. 心理发展与教育, 23(1), 30-34.
王玲晓, 张丽娅, 常淑敏. (2019). 儿童母亲拒绝与同伴拒绝的关系——一个有中介的调节模型. 心理科学, 42(6), 1347-1353.
谢熠. (2016). 转型期社会公平感现状及变迁——基于 CSS2006 和 2013 的对比分析. 辽宁行政学院学报, (9), 47-52.
杨沈龙, 郭永玉, 胡小勇, 舒首立, 李静. (2016). 低阶层者的系统合理化水平更高吗?——基于社会认知视角的考察. 心理学报, 48(11), 1467-1478.
杨沈龙, 喻丰, 胡小勇, 郭永玉. (2020). 心理学研究中社会阶层的操作化界定及其衍生问题. 心理科学, 43(2), 505-511.
于静, 朱莉琪. (2010). 儿童公平行为的发展——来自博弈实验的证据. 心理学报, 18(7), 1182-1188.

相关文章 15

[1]	储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[2]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[3]	梁丹丹, 闫晓民, 葛志林. 4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究[J]. 心理发展与教育, 2024, 40(2): 169-175.
[4]	史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[5]	冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
[6]	赵京伟, 陈晓旭, 任立文, 耿喆, 徐夫真. 父母心理控制与小学儿童焦虑：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 93-102.
[7]	朱娜平, 刘雁伶, 熊红梅, 赵攀. “公无远近”有早晚:不同资源分配情境中儿童公平规范执行行为发展特点[J]. 心理发展与教育, 2023, 39(6): 772-780.
[8]	颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[9]	任立文, 马原驰, 张清瑶, 张玲玲, 徐夫真. 父母心理控制与儿童学校适应的关系:基于交叉滞后的分析[J]. 心理发展与教育, 2023, 39(5): 635-644.
[10]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[11]	银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.
[12]	赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[13]	张玉平, 董琼, 宋爽, 舒华. 小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J]. 心理发展与教育, 2023, 39(2): 210-218.
[14]	李君, 王悦, 陈夏妮, 李莹. 二语学习对汉语学龄儿童认知控制与词汇通达的作用——年龄和二语熟练程度的影响[J]. 心理发展与教育, 2023, 39(2): 219-227.
[15]	鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed