情绪、教师评价及任务难度对初中学业优秀学生和学业不良学生内隐自尊的影响.pdfVIP

情绪、教师评价及任务难度对初中学业优秀学生和学业不良学生内隐自尊的影响 摘 要 内隐自尊作为一种内隐社会认知，自提出后即成为社会认知领域的一大研究热点。 内隐自尊可通过实验内隐自尊效应、原生内隐自尊效应及二阶内隐自尊效应等形式得以 反映，其实质在于客体与自我的关联程度。 目前测量内隐自尊最常用的方法是内隐联想测验（IAT ），本研究亦运用该法。本研 究为三个相对独立的实验，以初中学业优秀学生和学业不良学生为被试。实验前对被试 进行内隐自尊前测。实验一探究情绪对内隐自尊变化的影响，分别给予两组被试积极情 绪和消极情绪启动条件，随后进行内隐自尊后测。实验二探究教师评价对内隐自尊变化 的影响，在两组被试看图写短文后，分别给予正面教师评价和负面教师评价，之后测内 隐自尊。实验三探究任务难度对内隐自尊变化的影响，两组被试分别接受低难度任务和 高难度任务，最后测量内隐自尊。 研究结果表明，初中学业优秀学生和学业不良学生均存在显著的内隐自尊效应，但 两类学生内隐自尊水平不存在显著差异；情绪对初中学业优秀学生和学业不良学生内隐 自尊变化的影响极其显著，具体表现为两点，一是学业不良学生在消极情绪状态下内隐 自尊变化显著大于积极情绪状态下内隐自尊变化，而学业优秀学生内隐自尊变化差异不 显著，二是在积极情绪状态下，学业优秀学生内隐自尊变化显著大于学业不良学生内隐 自尊变化，消极情绪状态下两类学生内隐自尊变化差异不显著；教师评价对初中学业优 秀学生和学业不良学生内隐自尊变化无显著影响；任务难度对初中学业优秀学生和学业 不良学生内隐自尊变化无显著影响。 关键词：学业不良 内隐自尊 情绪 教师评价 任务难度 i 情绪、教师评价及任务难度对初中学业优秀学生和学业不良学生内隐自尊的影响 ABSTRACT Implicit self-esteem, as an implicit social cognition, has become a central issue of the field of social cognition since it was formulated. Three categories of effects lend themselves to interpretation in terms of implicit self-esteem, which are Experimental Implicit Self-esteem Effects, Naturally Mediated Implicit Self-esteem Effects and Second-Order Implicit Self-esteem Effects. The essence of implicit self-esteem is the association between objects and self. At present, the most common method of measuring implicit self-esteem is Implicit Association Test (IAT), which was used to measure implicit self-esteem in this study. The study included three independent experiments, and the subjects were students with learning excellence and students with learning disabilities chosen from middle school. All the subjects received a pretest of implicit self-esteem at first. Experiment 1 explored the effect