群体竞争对儿童公平分配行为的影响:群体偏见动机的作用

doi:10.16187/j.cnki.issn1001-4918.2024.06.04

摘要/Abstract

摘要： 本研究旨在考察群体竞争情境下儿童的公平分配行为,并进一步探讨群体偏见动机(包括内群体偏爱和外群体厌恶)在其中发挥的作用。采用整群抽样法,以来自山东省某幼儿园和小学的268名3~8岁儿童为研究对象,比较其在竞争-赢、竞争-输以及非竞争情境下的公平分配行为及群体偏见动机,结果发现:(1)随着年龄增加,年龄越大的儿童越能够在竞争-赢时分给自己群体更多的资源、在竞争-输时分给自己群体更少的资源;(2)儿童在群体竞争情境下的群体偏见动机主要表现为内群体偏爱而非外群体厌恶,但年龄越大的儿童表现出越少的内群体偏爱;(3)内群体偏爱对竞争-输情境下儿童的公平分配行为有显著的正向预测作用。这些结果表明随着年龄增加,年龄越大的儿童越能够基于竞争的输赢结果做出公平的分配,且在竞争-输情境下群体偏见(尤其是内群体偏爱)动机的降低是儿童做出更多公平分配的重要原因。

关键词: 公平分配行为, 群体竞争, 群体偏见, 儿童

Abstract: The present study aimed to examine the effect of group-based competition on children’s fair resource allocation, and further explore the role of group bias motivations (including ingroup favoritism and outgroup hate). Using cluster sampling method, 268 3- to 8-year-old children from a kindergarten and primary school in Shandong Province were studied to compare their resource allocation and group bias motivations in competitive (further divided into win and lose conditions) and noncompetitive conditions. We found that: (1) With age, children allocated more resources to their own group when they won and allocated less resources to their own group when they lost; (2) The group bias motivation was mainly manifested as ingroup favoritism rather than outgroup hate, but the in-group favoritism motivation weakened with age; (3) Ingroup favoritism positively predicted children’s allocations to their own group in the lose condition. Overall, the results showed that with age, children allocated according to the competition outcome in group-based competition context, and the reduction of group bias (manifest mainly as ingroup favoritism) in the lose condition is an important explanation for children making more fair allocations.

Key words: fair allocation behavior, group-based competition, group bias, children

中图分类号:

B844

肖雪, 李燕芳. 群体竞争对儿童公平分配行为的影响:群体偏见动机的作用[J]. 心理发展与教育, 2024, 40(6): 792-807.

XIAO Xue, LI Yanfang. The Effect of Group-based Competition on Children’s Fair Allocation Behavior: The Role of Group Bias Motivation[J]. Psychological Development and Education, 2024, 40(6): 792-807.

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