The Effects Of Attribution Inducements To Anxious Middle School Students At Different Levels On Self-esteem

With the development of economic and cultural and the promotion of quality education,the problem that mental health of the middle school students has become increasingly aroused widespread interest from all walks of the society. At present,anxiety is the most popular emotion problem which influences the middle school students.There are many factors that cause anxiety,however,researches on anxiety mainly focus on subjective reasons of self-esteem and attribution. In the past,psychologists have studied the more about the relationship between explicit self-esteem and anxiety, with the implicit self-esteem raised, but also began to introduce the paradigm of implicit self-esteem to anxiety.However, from the term of stability of self-esteem introduced by Kernis on,scholars have ideas theoretically that self-esteem stability and people's mental health are closely related,but there is little empirical study,even the stability of implicit self-esteem about anxiety disorders very rare.This study verified previous research about implicit and explicit self-esteem characteristics of anxiety disorders on the one hand, on the other hand it compared the changes of anxiety disorders and normal in implicit self-esteem and explicit self-esteem by manipulated failure situation and introduction of the variable to attribution, thereby expanded the research of self-esteem and learn more about anxiety disorders.In the section of background,the concept and the types of anxiety,the Manifestations of anxiety disorders of middle school students and the cause are introduced.The concept of self-esteem, explicit self-esteem,implicit self-esteem,its stability, and their impact on anxiety are described.The definition of attribution, influence of attribution in the application of psychological counseling,and the relationship among the attributionand anxiety, self-esteem are reviewed.Basically,the purpose of this paper is addressed.In the first experiment,80 subjects were selected from 533 students,40 people were anxious group, the left were normal group.Implicit association test (IAT) by EPRIME prepared and Rosenberg Self-esteem Scale(SES) are used to measure the level of implicit and explicit self-esteem to compare explicit and implicit self-esteem between anxious group and normal group and to explore the relationship between implicit and explicit self-esteem as a anxiety disorder himself.In the second experiment,subjects were the same with those in the experiment 1. 2(type of subject:anxious group,normal group)* 4 (experimental treatment:do not take the test, only to fail feedback, due to failure of the feedback within and outside due to failure of the feedback) was designed to explore the influence of attribution.Create failure scenes by more difficult figure reasoning problems.Give different inductions and feedbacks of test to different subjects.Then again all the subjects finished I AT and SES due to compare with the result of the experiment,explore the influence of attribution to the anxious middle school students by analysis of covariance and provide a new treatment for the mental vision.The result got the following findings:1,Both anxious and normal group of high school students have effects of implicit self-esteem.There is no significant difference in implicit self-esteem.To explicit self-esteem, anxiety were significantly lower than normal.2,The explicit self-esteem was lower than the implicit self-esteem in anxious middle school students while the normal state are just the opposite.3,Either anxious or normal state of high school students, failure scenes have impacts on the implicit self-esteem to decrease; however,explicit self-esteem have no effects.4,Attribution inducement have no impact on either explicit self-esteem or implicit self-esteem to both anxious and normal state of high school students,once time inducement can not produce substantial changes to self-esteem.