本文選題：外顯自尊　切入點：內隱自尊　出處：《新疆師范大學》2011年碩士論文

【摘要】：初中階段,個體處于身心快速發(fā)展時期,同時也是心理沖突與行為問題的高發(fā)時期,另一方面由于巨大的升學壓力,使得初中生面臨的主要心理壓力來自學業(yè),當學業(yè)壓力過大就會影響個體的身心健康。自尊是心理健康的核心,可以做為一個很好的緩沖或調節(jié)變量,對于緩解或調節(jié)環(huán)境壓力,保持身心健康有著重要作用。本文旨在通過研究初中生外顯、內隱自尊及其與學業(yè)壓力的關系,為學校心理健康教育工作提供一些參考。 本研究采用問卷調查法、內隱聯想測驗以及現場情境測評等方法對初中生外顯、內隱自尊及其與學業(yè)壓力的關系進行了研究。研究包括四個部分,其中研究一探索了初中生的內隱自尊效應、內隱自尊與外顯自尊的關系;研究二對初中生外顯、內隱自尊的特點進行研究;研究三采用問卷調查法與內隱聯想測驗探討了初中生外顯、內隱自尊在學業(yè)壓力與心理健康之間的調節(jié)作用;研究四考察了在真實學業(yè)壓力情境下,初中生外顯、內隱自尊對焦慮情緒的緩沖作用。 研究結果表明: 1、初中生存在內隱自尊效應,初中生群體的自尊存在外顯自尊和內隱自尊兩個層面,是兩個不同的心理結構。 2、初中生的外顯自尊發(fā)展極不穩(wěn)定,存在著顯著的年級差異,初一年級學生的自尊顯著高于初二和初三年級,初二和初三年級差異不顯著;內隱自尊不存在年級差異。初中生外顯、內隱自尊均不存在性別差異。 3、使用問卷調查法與內隱聯想測發(fā)現初中生外顯自尊和內隱自尊在學業(yè)壓力與心理健康之間都具有調節(jié)作用。 4、在真實考試壓力情境中,外顯自尊對焦慮情緒沒有起到直接或立即的緩沖作用,而內隱自尊則直接或立即緩沖了焦慮情緒。
[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.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：B844.2

【引證文獻】

相關碩士學位論文 前1條

1 王玉龍;脆弱高自尊初中生的記憶偏好及應對方式的研究[D];曲阜師范大學;2013年

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本文編號：1719624