关键词: 青少年, 感知社会善念, 亲社会行为, 不公平厌恶

Abstract: Adolescence is a crucial period of transition to adulthood that significantly shapes the development of prosocial behavior. Research indicates that prosocial behavior is closely linked to academic performance, self-esteem, and empathy. Understanding the factors that influence adolescents' prosocial behavior and fostering its growth is essential to improving their mental health. Previous studies have shown that perceived social mindfulness influences individuals' prosocial behavior, from being "receivers" to "implementers" of social mindfulness.
Social interactions are not simply unidirectional; they often involve reciprocal behaviors in which individuals who receive assistance help others in return. However, it remains unclear how perceived social mindfulness in previous interactions influences prosocial behavior toward unfamiliar others in subsequent interactions, a phenomenon known as spillover effects. The context of previous interactions may shape expectations, with individuals behaving in ways anticipated to yield certain reinforcements. Therefore, it is important to investigate whether adolescents' perceived levels of social mindfulness affect their prosocial behavior toward unfamiliar others in subsequent interactions and to explore the psychological mechanisms underlying this process.
The current study explored the effects of perceived social mindfulness on prosocial behavior using two experiments, integrating an economic interaction game with cognitive computational modeling, and focusing on adolescents. In Study 1, 90 senior high school students were recruited, with 89 data sets (47 males) were included in the analysis. Participants were divided into two groups based on their perceived social mindfulness levels: 44 in the high perceived social mindfulness group and 45 in the low perceived social mindfulness group. This study used the Social Mindfulness (SoMi) paradigm and the mini-dictator game to investigate whether an individual's perceived level of social kindness in a prior interaction influences their prosocial behavior toward unfamiliar others in subsequent interactions.
To validate the findings of Study 1, Study 2 expanded the sample size and used a binary dictator game to explore the impact of perceived social mindfulness on adolescents' prosocial behavior within two contexts of inequity: advantage and disadvantage. A total of 120 high school students were initially selected, with 119 (63 males) completed the study. Participants were also divided into two groups based on their perceived social mindfulness levels: 60 in the high perceived social mindfulness group and 59 in the low perceived social mindfulness group.
Results showed that adolescents with high perceived social mindfulness exhibited more equitable altruistic choices in subsequent interactions with unfamiliar others compared to those low in perceived social mindfulness. Computational modeling revealed that high perceived social mindfulness increased the propensity to avert unfairness to advantage, but did not influence aversion to unfairness to disadvantage.
These findings advance our understanding of how perceived social mindfulness fosters prosocial behavior and provide valuable insights for promoting such behavior among adolescents. Specifically, the findings offer a foundation for strategies aimed at fostering prosocial behavior in school settings, contributing to the comprehensive, balanced, and healthy development of adolescents and creating a harmonious, positive, and uplifting campus atmosphere.

Key words: adolescents, perceived social mindfulness, prosocial behavior, inequity aversion