Implicit Social Cognition Research Of Academia Stress Feeling On Middle School Students

Academic stress is the primary stress which is faced by the colony of junior high school students and senior high school students. And the specific cognitive appraisals elicit the specific coping strategies in the specific stress feeling. There has related literatures about explicit academic stress at native which has been systemic researched. However, To the implicit academic stress, there is no related research about it. Aiming at the lack of research about implicit academic stress, the aim of this research is to know about the structure character between explicit academic stress and implicit academic stress, to know about the developmental character about implicit academic stress of middle school students and high school students, to find about the relationship among the implicit academic stress, academic achievement, personality and academic self-efficiency, furthermore, to deeply research how can personality and academic stress structure infect the t coping strategies of academic stress.The present study procedures are as following: from literature analysis to proposing the studying question and hypothesis, and to designing and implementing the studying plan, and to analysis of studying outcomes and confirmation of the hypothesis. Furthermore, four methods are used in present study, that is to say, the question and hypothesis in the study are proposed through analyzing literatures, and the hypothesis is confirmed by accessing students, adopting implicit association test, conducting questionnaire, and adopting structural equation modeling method.The following conclusions are obtained in the present study:(1) There is a separate structure between implicit academic stress and explicit academic stress of junior high school students and senior high school students.(2) The study shows that there is no significant difference between implicit academic stress feeling and gender, source of family, category of school, but there is significant difference between implicit academic stress and grade, this difference is mainly embodied among junior one and junior two, junior three, senior one, senior two and senior three has no significant difference between each other.(3) The study shows that there is no significant correlation between implicit academic stress feeling and academic achievement, academic self-efficiency, and there is significant correlation between explicit academic stress feeling and ability self-efficiency, adaptability self-efficiency. explicit academic stress feeling has no significant correlation with academic achievement.(4) The study shows that There has significant correlation between implicit academic stress feeling and agreeableness, conscientiousness, openness. Furthermore, openness can significantly forecast implicit academic stress feeling.(5) The study shows that there is significant negative correlation between negative coping strategy and conscientiousness, that neuroticism and explicit academic stress feeling have significant passive correlation to maintaining coping strategies. Extroversion, openness, agreeableness, conscientiousness and implicit academic stress feeling have significant passive correlation to passive coping strategy.(6) Structural equation modeling validate that explicit academic stress feeling has direct influence to negative coping strategy, and implicit academic stress feeling has direct influence to passive coping strategy.In one word, the innovations of the research are as following: the first innovation is in the paradigm, the study designed the content system through using the reference about research of academic stress feeling and implicit social cognition, which has deepened the study to academic stress feeling and extended the scope of implicit social cognition research. The second innovation is in the method, the mix of different methods, such as document analysis,interview,implicit associational test,questionnaire, avoids the limits of using just one method. Especially, adopting implicit associational test is prodigious achievement compared with past research, and also is a useful trial in the domain of implicit cognitional research of academic stress.