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The norm of honesty: empirical studies on school pupils and the UK population

诚实的规范：对小学生和英国人口的实证研究

基本信息

批准号：
ES/K009214/1
负责人：
David Hugh-Jones
金额：
$ 29.35万
依托单位：
University of Essex
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2013
资助国家：
英国
起止时间：
2013 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FK009214%2F1
关键词：
norm honesty empirical studies pupils

项目摘要

The aim of this project is to investigate the causes and consequences of individual honesty. Honesty is important: markets, firms, communities and bureaucracies all work better when the people in them can trust each other. Yet if individuals could often benefit materially from dishonesty, why don't they? One reason is that honesty is a social norm - a rule of behaviour enforced not only by laws, but also informally, by gossip, social sanctions or moral disapproval. Recent years have seen a wave of interest in honesty, and norms in general, among social scientists. Experiments have shown that people do not always follow their self-interest; they care too about fairness and equality, for example. They are also very sensitive to other people's expectations, and for this reason will often follow social norms. At the same time, while lab experiments make it easy to study how norms are followed, it is harder to study how they are created. And, because experimental subjects are not typical of the general public, we do not know much about what kinds of families, communities, and institutions successfully encourage honest behaviour.This is a practically important question. The general public and the government are increasingly concerned with Britain's social fabric, as David Cameron's "broken society" slogan suggests. Honesty and trust are an important part of this issue: they are valuable forms of "social capital" which help people to solve problems together, without central government control. Policy-makers would like to know how to rebuild honesty in our society; teachers and parents want to know how to encourage their pupils and children to be honest; and the public is interested in how serious the problem is and how to fix it.Finding out how norms works is hard, however. Informal rule enforcement is harder to observe than the formal, legal kind. The process of norm internalization, which leads people to follow social rules even when nobody is looking, is also hard to capture. Interviews and other qualitative research can generate deep insights, but cannot always pin down cause-and-effect relationships. Questionnaires risk measuring "cheap talk", not real behaviour.To address these problems, I will use a "behavioural" measure of honesty, which examines choices with real monetary consequences. The sender-receiver game, developed by experimental economists, gives subjects a straight choice between honesty and material self-interest. With it, I will run two related sets of experiments.First, I will run the sender-receiver game with a representative sample of the British population, from a large panel survey. The resulting measures of honesty will be linked to other survey data, including family and community characteristics, so as to test theories of norm internalization. Respondents, in particular 10-15 year olds, will also be tracked in later waves of the survey, linking honesty with future education, employment and criminal or deviant behaviour.Second, I will run the sender-receiver game in a school. One important theory holds that norms are spread via friendship networks. The school head has agreed to allow pupils to be randomly allocated into different peer groups ("forms"). By conducting experiments with new pupils, and with the same pupils after one year, I can measure how friendship networks affect honesty, and also how honesty affects friendship networks - do honest pupils gain more friends, and are they more likely to befriend other honest people? The sender-receiver game will be combined with interviews with pupils and school staff, so as to pick up aspects of norm creation which simple experiments cannot capture.This research will benefit academics and practitioners, including teachers and policy-makers. Project outputs will include academic articles, and a book on honesty aimed at the general public. The research will be publicized via a website, media articles and presentations.

这个项目的目的是调查个人诚实的原因和后果。诚实是很重要的：当人们能够相互信任时，市场、公司、社区和官僚机构都会运转得更好。然而，如果个人经常可以从不诚实中获得物质上的好处，为什么他们不呢？原因之一是诚实是一种社会规范--一种行为准则，不仅由法律强制执行，也由非正式的流言、社会制裁或道德谴责强制执行。近年来，社会科学家对诚实和一般规范产生了浓厚的兴趣。实验表明，人们并不总是遵循自己的利益;他们也关心公平和平等，例如。他们对别人的期望也非常敏感，因此往往会遵循社会规范。与此同时，虽然实验室实验使研究规范是如何被遵守的变得容易，但研究它们是如何被创造出来的却很难。而且，由于实验对象并不是普通大众的典型，我们不太清楚什么样的家庭、社区和机构能够成功地鼓励诚实的行为，这是一个非常重要的实际问题。正如大卫卡梅隆的“破碎社会”口号所暗示的那样，公众和政府越来越关注英国的社会结构。诚实和信任是这一问题的重要组成部分：它们是有价值的“社会资本”形式，有助于人们在没有中央政府控制的情况下共同解决问题。政策制定者想知道如何在我们的社会中重建诚实;教师和家长想知道如何鼓励学生和孩子诚实;公众感兴趣的是这个问题有多严重以及如何解决它。非正式的规则执行比正式的、法律的执行更难观察。规范内化的过程也是很难捕捉的，这一过程导致人们即使在没有人注意的情况下也会遵守社会规则。采访和其他定性研究可以产生深刻的见解，但并不能总是确定因果关系。为了解决这些问题，我将使用一种衡量诚实的“行为”指标，它考察具有真实的货币后果的选择。由实验经济学家发展的发送者-接收者博弈，让受试者在诚实和物质私利之间做出直接选择。有了它，我将进行两组相关的实验：首先，我将从一个大型的小组调查中选取一个具有代表性的英国人口样本，进行发送者-接收者博弈。由此得出的诚实度衡量标准将与其他调查数据，包括家庭和社区特征相联系，以检验规范内化理论。在调查的后几波中，还将跟踪调查受访者，特别是10-15奥尔兹的年轻人，将诚实与未来的教育、就业、犯罪或越轨行为联系起来。一个重要的理论认为，规范是通过友谊网络传播的。校长同意将学生随机分配到不同的同龄组（“表格”）。通过对新学生和一年后的同一批学生进行实验，我可以衡量友谊网络如何影响诚实，以及诚实如何影响友谊网络-诚实的学生是否会获得更多的朋友，他们是否更有可能与其他诚实的人成为朋友？发送者-接收者游戏将与学生和学校工作人员的访谈相结合，以便了解简单实验无法捕捉的规范创建方面，这项研究将使学者和从业人员，包括教师和政策制定者受益。项目产出将包括学术文章和一本面向公众的关于诚实的书。研究将通过网站、媒体文章和演讲进行宣传。