公众个人捐赠动机及其影响因素

Along with Chinese general national power upgrades constantly, the gaps between the rich and the poor in different areas and groups increased by contraries. Charity career in China attracts more and more attention. In western society, there is consanguineous correlativity between the development of charity career and charity marketing, and donation motivation is one of the most important factors. It’s mainly focus on two issues, one is the process of donation behavior and the other one is the drive of donation behavior. There are great differences between domestic studies on donation motivation and the current correlative theory due to different cultures, religions, regions and so on. In this article, western theory of donation motivation has been summarized and meanwhile the unique domestic donation motivation has been analyzed. The article includes two studies. Firstly, investigated domestic individual donation motivation as well as primary donation behavior, secondly studied the structure of donation motivation by questionnaire. Results show that, firstly, there are four factors in Chinese individual donation motivation which were cost-income balance, passive donation, to do good and accumulate merit, public morality and habit-share. Organization disadvantage and ability limit are the two factors in unwilling donation motivation. Secondly, in this survey, there are no significant differences between cost-income balance and demographic variables. Passive donation motivation shows significant differences only on gender and occupation. To do good and accumulate merit shows significant difference only on occupation. To do good and accumulate merit and habit-share also show significant differences on age. Passive donation is one of special factors in China. Thirdly, donors are prefer to help children who unable to go to school and people who hit by a natural calamity than to help agriculture labourer and laid-off worker. At last, donors concern more about the information feedback such as how was their donation has been used. If the charity organization can not meet the donors’demands in this aspect, it will be surely result in unwilling donation.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

金钱启动与道德的关系及道德认同的调节

In this article, we begin from the research about how money influences the behavior of people, and try to discuss how money influences people's moral judgment on the five degrees of morality (harm/care, fairness/reciprocal, loyalty/in-group, authority/respect, purity/sanctity). Meanwhile, we try to discuss whether the money priming is based on the mechanism of competition priming. Besides that, we want to find out whether moral identification and positive vocabulary could rescue the change of moral judgment after money priming. The money priming in this research is based on picture priming and syntax priming; the competition priming and moral identification priming are based on imagination priming. We chose the undergraduate, graduate student and adult as sample, combined the scale investigation with computer based experiment. This research contains five standard case experiments, which form three. Based on all the research above, we have some conclusions: 1. Money priming has impacts on moral judgment, which are not consistent on different degree of morality. But the total effect of money priming is that it changes moral judgment to a worse state. 2. Money priming is not complete competition priming, but social value orientation (including competition orientation) could mediate the influence of money priming on moral judgment. Generally, people with personal orientation or competition orientation could be influenced more easily by money priming. 3. After money priming, the moral judgment could be influence by moral identification and positive vocabulary. In all, both the moral judgment and positive vocabulary could make the moral judgment to a better state. But the function of them may be different, moral identification is more related to moral cognition and positive vocabulary is more related to moral emotional regulation. This research is based on priming method, and supports the money influence on psychology, the concept of morality and moral identification with experimental evidence. Also this research discusses the measurement of morality.