The Effect Of Academic Jealousy On Prosocial Behavior In High School Students

"Pink eye" is a more common term in Eastern culture,and its counterpart in Western culture is "green-eyed demon",these two symbolic words represent the emotion of jealousy,so it seems that whether it is Eastern or Western,jealousy is a very common emotional experience.Jealousy is an emotion based on social comparisons that arise when we adversely compare ourselves to the good qualities,achievements,or assets that others have.As the name suggests,academic jealousy is a complex emotional state that arises when oneself adversely compares oneself to others about academic achievement and then finds oneself at a disadvantage,which may include factors such as shame,anger,or resentment.As a group of high school students with particularly fierce academic competition,academic jealousy is more likely to breed.Some studies have found that jealousy has social concealment in self-reporting,and the current measurement of academic jealousy is still only in the stage of explicit measurement,and the use of implicit measurement can effectively avoid the influence of social approval.Prosocial behavior refers to all behaviors that benefit others and society,such as helping,sharing,cooperation,self-sacrifice,humility,etc.,and there are contradictory views on the impact of jealousy on prosocial behavior in previous studies.In view of the above problems,this study will use three studies to explore the implicit characteristics of academic jealousy in high school students and its impact on prosocial behavior.Study 1 used a combination of implicit and explicit measurement to verify the effectiveness of implicit measurement,and 70 participants were selected to complete the explicit scale and implicit association test in turn to explore the relationship between academic jealousy implicit and explicit measurement.Study 2 verified the impact of academic jealousy on prosocial behavior,drawing on the implicit test of Study 1,35 participants were selected to preset academic jealousy scenarios and stimulate academic jealousy,so as to verify the difference in participants’ willingness to help others between academic jealous objects and non-academic jealous objects.Study 3 improved on the basis of Study 2 to verify the influence of academic jealousy types on prosocial behavior,selected 52 participants,drew on the division of jealous types,induced good academic jealousy and malicious academic jealousy by controlling the sense of entitlement,and then verified the differences in participants’ willingness to help people with different academic jealous objects(good faith academic jealousy group,malicious academic jealousy group,control group).The results of the study found that no significant correlation was found between implicit and explicit outcomes.There was no significant difference in the scores of the participants’ willingness to help with those who were academically jealous and those who were not academically jealous.There was no significant difference between the participants’ willingness to help and the control group’s willingness to help score.The scores of the willingness to help the object of good faith academic jealousy were significantly higher than that of the object of malicious academic jealousy.The willingness to help of malicious academic jealousy was significantly lower than that of the control group.These results show that the implicit and explicit dimensions of academic jealousy are independent of each other,and the two are separated from each other,and implicit measurement is more effective than explicit measurement.Good-faith academic jealousy does not affect the individual’s prosocial behavior towards competitors,while malicious academic jealousy reduces the individual’s prosocial behavior towards competitors.This has important implications for inducing students to carry out benign transformation of academic jealousy types.