The Characteristics And Educational Intervention Of Adolescents’ Charitable Donor Attribution From The Perspective Of Interpersonal And Intergroup

Attribution is a cognitive process that individuals explain and evaluate themselves’or others’ external behavior through perception, thinking, speculation, etc. As an important part of individuals’ social cognition, attribution is not only a bridge that connecting individuals’ internal mental representation and external world, but also a basis of behavior prediction and intervention. The charitable donation as a free gift to help others, or property of others a typical moral behavior (Dingfeng Qin,2013), will be affected by individual social cognition inevitably. However, the phenomena that individual’s improper attribution can be seen in all walks of life in recent years. Therefore, in order to explore the characteritics of individual’s attribution for charitable donor behaviors and how to change individual’s improper attribution for them by effective strategies, based on the dual-process model and anchoring-and-adjustment theory (AAT) of attribution, focusing on the charitable donor behavior, adolescents were tested by using story assessment method and the Go-Nogo Association Test (GNAT) paradigm to investigate explicit and implicit characteristics of adolescent’s attribution for charitable donor behavior from the perspective of interpersonal and intergroup. Furthermore, adolescent’s attribution for interpersonal and intergroup’charitable donor behavior were interfered by the method of re-attbributional training, positive emotional training and behavioral information feedback. The conclusions are as follows:(1) There exists self-service attribution bias both in adolescent’s implicit and explicit attribution for charitable donor behavior under the interpersonal perspective. Adolescents tend to make dispositional attribution to self donor behavior. The characters who are dispositional tendency tend to make more dispositional attribution than the characters who are situational tendency.(2) There doesn’t exixt group-service attribution bias both in adolescent’s implicit and explicit attribution for charitable donor under the intergroup perspective. But the ingroup identity plays a regulatory role in attribution for different group’s donor. The characters who are high ingroup identity embodied obvious group-service attribution bias in the implicit attribution.(3) Whether under the interpersonal perspective or under the intergroup perspective, educational intervention can change adolescents’ for charitable donor attribution. Re-attribution training, positive emotions training and behavioral information feedback method can change adolescents’ interpersonal charitable donor attribution. But there are differences in the interventional effect among three methods.These conclusions not only enrich the research content of behavioral attribution, raise individual’s understanding to the reason of charitable donor, but also have the inprotant significant meaning to optimize charitable education.