연령이 높아짐에 따라 사회적 선호가 증가하는가?
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본 연구에서 사회적 선호(social preferences)의 내생적(endogenous) 형성과정을 이해하기 위해 사회적 딜레마 상황을 공공재게임으로 설정하고 초등학교 5학년(10-11세), 중학교 3학년(9학년, 14-15세), 고등학교 2학년(11학년, 16-17세), 성인집단(교사, 29-60세)을 대상으로 실험을 진행했다. 연령대별로 사회적 선호의 형성정도를 비교한 결과, 아동기부터 성인기까지 연령이 높아짐에 따라 사회적 선호의 형성정도가 증가하는 것을 확인할 수 있었다. 특히, 초등학생집단은 중학생 이상의 연령집단에 비하여 사회적 선호의 형성정도가 현저하게 낮게 나타났다. 초등학교 고학년에서 중학생 시기가 사회적 선호가 급격히 형성되는 시기임을 보여준다. 또한 모든 연령대의 실험에서 사람들은 완전하게 이기적이라기보다 상호성(reciprocity)에 기반한 행동을 하는 것으로 나타났다. 즉 사회적 선호의 사람이 많게 나타났다. 이와 같은 결과는 현재 진행되고 있는 제한적이고 이기적인 경제적 인간을 가정하는 학교 경제교육의 내용에 대한 유의미한 질문을 제공한다.
Abstract
The social preferences are formed through the process in which individuals internalize their society's social norms. Hence, the degree of social preferences can vary among different age groups. Since children internalize their society's social norms through copying parents' or teachers' behaviors and responding to their reinforcement, the degree of social preferences might increase as they grow. The present study investigates how the degree of social preferences differs among different age groups to understand the process of prosocial preference development. A series of experiments have been conducted with different age groups from children to adults in Seoul, Korea. Subjects included students in 5th grade (age 10-11), in 9th grade (age 14-15), in 11th grade (age 16-17), and adults (teachers, age 29-60). They played public goods games which resemble social dilemma situations. The degree of social preferences can be measured by observing their prosocial behaviors in the games. Our results show that the degree of social preferences increases gradually with age. One interesting point to be noted particularly is that there seems to be a specific period of the rapid development of social preferences: Students in 9th grade showed statistically significant difference in social preferences compared those in 5th grades. This finding implies that school education can play an important role in promoting the development of prosocial preferences. Children acquire social preferences through imitation and reinforcement process that take places mostly in school education. Especially, the role of social studies education is important, the goal of which is to foster students' citizenship. Social preferences, as they involve taking care of others, are closely related to citizenship. Therefore, curriculum of economic education in primary schools as a branch of social studies education should not be limited to teaching traditional economic principles that are based on very limited assumptions on preferences. Rather, it should include discussions of prosocial norms and moral grounds of reciprocal economic behaviors.
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