初中生外显和内隐自尊及其与学业压力的关系研究

发布时间：2018-04-07 14:54

本文选题：外显自尊　切入点：内隐自尊　出处：《新疆师范大学》2011年硕士论文

【摘要】：初中阶段,个体处于身心快速发展时期,同时也是心理冲突与行为问题的高发时期,另一方面由于巨大的升学压力,使得初中生面临的主要心理压力来自学业,当学业压力过大就会影响个体的身心健康。自尊是心理健康的核心,可以做为一个很好的缓冲或调节变量,对于缓解或调节环境压力,保持身心健康有着重要作用。本文旨在通过研究初中生外显、内隐自尊及其与学业压力的关系,为学校心理健康教育工作提供一些参考。本研究采用问卷调查法、内隐联想测验以及现场情境测评等方法对初中生外显、内隐自尊及其与学业压力的关系进行了研究。研究包括四个部分,其中研究一探索了初中生的内隐自尊效应、内隐自尊与外显自尊的关系;研究二对初中生外显、内隐自尊的特点进行研究;研究三采用问卷调查法与内隐联想测验探讨了初中生外显、内隐自尊在学业压力与心理健康之间的调节作用;研究四考察了在真实学业压力情境下,初中生外显、内隐自尊对焦虑情绪的缓冲作用。研究结果表明: 1、初中生存在内隐自尊效应,初中生群体的自尊存在外显自尊和内隐自尊两个层面,是两个不同的心理结构。 2、初中生的外显自尊发展极不稳定,存在着显著的年级差异,初一年级学生的自尊显著高于初二和初三年级,初二和初三年级差异不显著;内隐自尊不存在年级差异。初中生外显、内隐自尊均不存在性别差异。 3、使用问卷调查法与内隐联想测发现初中生外显自尊和内隐自尊在学业压力与心理健康之间都具有调节作用。 4、在真实考试压力情境中,外显自尊对焦虑情绪没有起到直接或立即的缓冲作用,而内隐自尊则直接或立即缓冲了焦虑情绪。
[Abstract]:In junior middle school, the individual is in the period of rapid physical and mental development, and it is also a period of high incidence of psychological conflicts and behavioral problems. On the other hand, due to the enormous pressure of entering the university, the main psychological pressure faced by junior high school students comes from their studies.When academic stress is too high, it will affect the physical and mental health of the individual.Self-esteem is the core of mental health and can be used as a good buffer or adjustment variable. It plays an important role in relieving or adjusting environmental pressure and maintaining physical and mental health.The purpose of this paper is to provide some references for mental health education by studying the relationship between explicit, implicit self-esteem and academic stress of junior high school students.This study investigated the relationship between explicit, implicit self-esteem and academic stress in junior high school students by questionnaire, implicit association test and field situation assessment.The research includes four parts: one is to explore the effect of implicit self-esteem, the relationship between implicit self-esteem and explicit self-esteem, two studies on the characteristics of explicit and implicit self-esteem of junior high school students.The third study used questionnaire survey and implicit association test to explore the effect of implicit self-esteem on the adjustment between academic stress and mental health of junior high school students.Implicit self-esteem as a buffer against anxiety.The results show that:1. There are implicit self-esteem effects in junior high school students, and explicit self-esteem and implicit self-esteem in junior high school students, which are two different psychological structures.2. The explicit self-esteem of junior high school students is very unstable, and there is significant grade difference. The self-esteem of grade one students is significantly higher than that of grade two and grade three, but the difference between grade two and grade three is not significant, but there is no grade difference in implicit self-esteem.There is no gender difference in implicit self-esteem and explicit self-esteem of junior high school students.3. Using questionnaire survey and implicit association test, it was found that explicit self-esteem and implicit self-esteem play an important role in regulating the relationship between academic stress and mental health of junior high school students.4. In the real test stress situation, explicit self-esteem has no direct or immediate buffer effect on anxiety, while implicit self-esteem directly or immediately buffers anxiety.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

【引证文献】