The Influence Of The Degree Of Involvement In Different Social Exclusion Situations On The Procedures Fairness Of Primary School Children

With the continuous integration of socialist core values into all aspects of life,people's pursuit of fairness and justice has reached new heights.At the same time,the discussion of fairness and justice in the study of moral development of primary school children has gradually become a hot issue.Individual moral judgments and behaviors are mostly in the context of social relations,and moral judgments and behaviors caused by different situations are quite different.As a unique social situation,social exclusion has a rapid increase in the frequency of occurrence on campus.It has many effects on individuals,which not only leads to changes in neural responses,cognition and emotion,but also affects individual decision-making and fair judgment and behavior.Therefore,this study explores the influence of the development trend of primary school children's procedural fairness and the degree of involvement in social exclusion on the fair cognition and behavior of primary school children through cognitive and behavioral aspects.A total of 364 subjects were selected,176 boys,188 girls,125 in 6 years old,127 in 8 years old,and 112 in 10 years old.Take 3(social exclusion: single exclusion group/co-exclusion group/ acceptance group)× 3(age: 6 years old group / 8 years old group / 10 years old group)×2(involvement degree: involvement / non-involvement)three factors of the experimental design.The adapted mutual understanding paradigm and procedural fair indirect measurement method are used to analyze the influence of the degree of involvement in different social exclusion situations on the fair cognition of primary school children.The results show that children's program fairness perceptions continue to increase with age.The procedural fairness scores of the single exclusion group and co-exclusion group were significantly higher than those of the acceptance group.The program's fair cognitive scores of subjects under non-involvement were significantly higher than the degree of involvement.In the second study,296 subjects were selected,143 boys,153 girls,105 in 6 years old,94 in 8 years old,and 97 in 10 years old.Take 3(social exclusion: single exclusion group/co-exclusion group)/ acceptance group)× 3(age: 6years old group / 8 years old group / 10 years old group)× 2(involvement degree: involvement /non-involvement)three-factor inter-trial experimental design,measuring the influence of involvement degree on primary school students' procedural fair behavior in the context of social exclusion,The manipulation and the same research,the use of procedural fairness and unfair turntables and behavioral observations to measure the fair behavior scores of primary schoolstudents.The results showed that with the increase of age,the level of fair behavior of primary school children's procedures continued to increase.The fairness of the procedures of the single exclusion group and co-exclusion group were significantly higher than those of the acceptance group.The subjects in the single exclusion group were more inclined to propose rules and persuade their peers to accept them,the co-exclusion group and the acceptance group are more inclined to accept the rules.Under non-involvement,the fairness of the excluded subjects was significantly higher than the degree of involvement.The conclusion of the study: the fair cognitive and behavioral ability of primary school children's procedures increased significantly with age,and the social exclusion situation significantly improved children's procedural fair cognition and behavioral level.At the same time,the level of fair cognition and behavior at the non-involvement level is significantly higher than the degree of involvement.