The Developmental Research Of Children's Responsible Behavior In The Viewpoint Of The Relationship Of Responsibility

Responsible behavior (RB), is the individual's RB and activity in accordance with one's responsibility. It is the compliance to individual's sense of responsibility, as well as rules of the social and group. RB entails self-motivation and self-guidance, and not only obedience to rules merely in response to external supervision, punishment, or any other things. External factors certainly play an important role in RB, but so too do individual's own social cognition and emotion. As the external performance of one's responsibility, RB can be used as an objective index, to evaluate the developmental level individual's responsibility.RB plays an important role in children's social development, and moreover, is one of the core qualities an individual must have. RB promotes positive self-worth, fosters positive relations with others, and promotes a good school climate. The development of RB has always been an educational priority among school educators. The paper examined the development of children's RB in the way of quantitative research. And in the viewpoint of the relationship of responsibility, the RB was divided into three factors according to the different objects of responsibility, as follows: RB to self, RB to others and RB to environment.Study 1 is the developing and validating of self-made Children's RB Questionnaire. An initial sample (n = 48, consists of children, teachers and parents) from primary and secondary school completed the open-ended interview mainly about their understanding of children's most common RB in daily life. And their responses had been used to develop the questionnaire, which consists of 17 items. The Comfirmatory Factor Analysis (CFA) indicated a satisfactory goodness-of-fit, and the internal consistencies and retest reliabilities for the questionnaire are both in line with the requirements of psychological assessment. Therefore, the children's RB questionnaire has good reliability and validity, and can be used as a tool in investigating children's RB.Study 2 the study probed into Grade 3, 5, 7, 9 students'RB (n = 976), as well as the relations between children's RB level and their performance in school and family, using the self-made questionnaire. The results indicated: (1) Female children are outstandingly higher RB actors than males, both on the whole and in every single factor; (2) Urban children demonstrate an outstandingly higher scores in their RB level from the rural ones, but no significantly difference can be seen on RB to self; (3) Differences of RB exist outstandingly among those children who are from different grades; The developing tendency as following: grade 5> grade 3> grade 7> grade 9; There is an interaction effect between grade and region in RB; (4) Children's scores of RB to self differs outstandingly both between those who are from different family structures, and those who are the single-child of family or not, the non-single-child group and those children who live in the extended family demonstrate significantly higher levels in their RB to self; (5) As compared to low-RB-level children, high responsible ones demonstrated a significantly higher difference in participating in households chores, as well as in their peer-rated social competence. No outstanding differences on academic achievement, aggressive behavior, school adjustment or any other aspects of family performance.