A Survey On Post-90s University Students’ Prosocial Behavior

Pro-social behavior is displayed by the individuals when they have interaction with others,such as modesty,helping,cooperating,sharing,or even sacrificing for others’ interests.It is a social behavior that is positive,responsible to society and beneficial to others and the present social system.Pro-social behavior plays an important part in moral education of college students.Thus,the study of pro-social behavior provides an important guidance to individual progressand has a theoretical and realisticsignificance on group unity,organization order and social harmony.Post-90s college studentsare the main targets of college education.The level of pro-social behavior of post-90s college students can act as a positive force to prevent psychological crisis and keep behavior from out of control.This level is also a potential psychological capital for healthy growth and a solid foundation for social harmony.Thestudyby combing theory and practice is an effective way for analyzing the level of pro-social behavior of post-90s college students.With the instruction of Marx dialectical materialism and historical materialism,and the investigation of researches on moral education and pro-social behavior,this paper makes practical study on the statusof pro-social behavior of 5,560 post-90s college students from eastern,western and central regions through applied research methodology such as phycology.This paper finds that post-90s college students have no idea on whether to do pro-social behaviors and the overall level of pro-social behavior is moderate.These finds are worthy of the attention of college moral education.This study of the cooperation of different levels of pro-social behaviorbrings us the following findings:first,thelevel of pro-social behavior has no big difference between students at minority universities and that at Han universities;secondly,the difference of pro-social behaviorin various grades is very notable,ranging from sophomore,junior,fresh to senior in a high to low ranking order;third,the difference in major is remarkable,for example,the level of the pro-social behavior of the students who come from normal university,medical university and liberal arts university is higher than that of the students major in arts;fourth,its difference is notable in different regions,for instance,the level in western region is higher than that in eastern and central regions:fifth.its difference is remarkable as far as the monthly income is concerned,for example,the level of the pro-social behavior of the poor students is low while that of the students from the family with the monthly income of 500-1,000 yuan and 3,000-5,000 yuan is high;sixth,its difference is notable in light of the monthly spending,for instance,the level of the pro-social behavior of the poor students and the students who spend over 1,500 yuan is the lowest while that of the students who spend 300-500 each month is the highest;seventh,its difference is not notable among student leaders and ordinary students;eighth,its difference is remarkable among students who have different political status,for example,the level of pro-social behavior of the party members is remarkably higher than that of the league members and ordinary students;ninth,the increase ofcollege students’self-consistency,the situation of social support and the satisfaction with society,school management,teachers,their own life and universities has positive influence on pro-social behavior.The level of pro-social behaviorof post-90s college students is significantly related to moral education in social transition period.With the development of market economy in transition period,globalization,informatization,intellectualization,big gap between rich and poor,and confused social psychology cause the change of moral status and moral education in college.First,the environment of college moral education affected by diversified values and the insufficient moral education of students’ needs cause students’ opposition to moral education;with the development of globalization,conflicts between traditional moral and modern moral,collisions between domestic moral and foreign moral and the change of moral bottom line reduce college students’identification of moral education;the social background of enhanced defense among people and reduced care in society,and the education background of materialized education and utilitarian educationlead to the indifference of college students’ moral empathy;with the coming of post-modernsociety,the loss of moral authority,blur of moral belief and the phenomenon of moral return violating good and evil regularity weaken college students’ moral belief.All the abovefactors affect the overall status of college students’ pro-social behavior.Second,with the development of market economy,obvious social stratification dominated by economy and increased employment pressure aggravate students’ pursuit of money and weaken the students’ awareness of helping and dedication.Third,the disadvantaged economic situation,negative mind,self-distrust of future,fragile faith,unreasonable reward and punishment mechanism,invalid model force as well as many incidents have a bad influence on the development of pro-social behavior.In order to promote the development of post-90s college students’pro-social behavior,our country,society and college should work together to build a good environment for moral education.The moral education should pay attention to the students,needs and interests,as well as to strengthen college students’moral identity,the ability of moral empathy and the education of moral belief.To achieve the gold,the following steps should be taken:first,moral education should be rooted in the needs of students,which means to meet their needs of life-significance,survival and development,self-appreciation,belongingness and love;second,moral education should create a moral caring surroundings that teachers care more about students and students care more about the others and society,which will strengthenstudents’ capacity of mood and emotion and then to promote the increase of moral empathy;last,moral education should have a great confidence in our culture,establish moral authority,follow the rule of moral belief and feedback and improvethe system of rewards and penalties to strengthen college students’ moral faith.