Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (1): 65-70.

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The Development of Self-conscious Emotion Understanding of Primary School Children and Its Relationship with Prosocial Behavior and Peer Acceptance

WANG Yu-wen1, WANG Zhen-hong1, LIU Jian-jun2   

  1. 1. School of Psychology, Shaanxi Normal University, Xi'an 710062, China;
    2.Primary School Attached to Shaanxi Normal University, Xi'an 710062, China
  • Online:2011-01-15 Published:2011-01-15

Abstract: Self-conscious emotions understanding will affect the children's social behavior and social adaptation. Vignettes of self-conscious emotions understanding,questionnaire of pro-social behavior,and peer nominating were administered to 314 primary school children from one grade to six grade to explore the development of self-conscious emotions understanding in primary school children,and its relationship with pro-social behavior and peer acceptance.The results indicated that(1)primary school children's self-conscious emotions understanding increased with grade,self-conscious emotions understanding of children's in 1-3 grades increased rapidly and it slowed down after 3 grade.(2)Children-s self-conscious emotions understanding had a significant positive correlation with their pro-social behavior and peer acceptance,and pride understanding and pro-social behavior showed significant prediction on peer acceptance;shame understanding also can be a significant predictor of pro-social behavior.

Key words: primary school children, self-conscious emotions understanding, pro-social behavior, peer acceptance

CLC Number: 

  • B844.1
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