The Study And Psychological Intervention Of Self-enhancement Of Left-at-home Junior High School Students

Nowadays there are a lot of left-at-home children in our country because parents are out of their hometown.Left-at-home children' families were half-baked and parent-child education was absent,which resulted in maladjustment and mentality problems of left-at-home children.Self-enhancement is very important to people's adjustment.However,studies on self-problems are narrow.So we studied self-enhancement of left-at-home children and took psychological intervention to self-enhancement,which were important to improve the theory of self-enhancement and explore the structure of self-enhancement,and could enhance the level of left-at-home children' self-enhancement and were advantageous to their mental health.On the base of the studies and measurements about self-enhancement,we designed the Self-enhancement Questionnaire in order to measure explicit self-enhancement and we also designed the IAT in order to measure implicit self-enhancement,and we used the Self-esteem Questionnaire,the Sense of Happy Questionnaire and the Social Adaptation Questionnaire of middle school students.We investigated junior high school students among 4 middle schools,to discuss the structure,development character of self-enhancement,the relationship between self-esteem and emotions,and its influence on social adaptation.We took psychological consultation of group to self-enhancement of left-at-home children.Furthermore,we found the training scheme was advantageous to advance the level of self-enhancement of left-at-home children.The conclusions about the present study were as follows:1.A majority of junior high school students showed self-enhancement.It suggests that the self-enhancement was a universal motivation or bias. 2.Both left-at-home children and other students showed implicit self-enhancement. The level of explicit self-enhancement was significantly different between left-at-home children and other students.The explicit self-enhancement of left-at-home children was lower than other students,but their implicit self-enhancement was not different.The explicit self-enhancement was not correlated to implicit self-enhancement,which suggested that the explicit self-enhancement and implicit self-enhancement are relatively independent structure.Left-at-home children's and other students' disparity between explicit self-enhancement and implicit self-enhancement was different. Left-at-home children's disparity was higher.3.Left-at-home children's and other students' self-enhancement were not significantly different in gender and grades.4.The self-esteem,positive emotions and negative emotions were correlated to explicit self-enhancement but were uncorrelated to implicit self-enhancement.The self-esteem and positive emotions were positively correlated to explicit,but negative emotions were negatively correlated to explicit self-enhancement.The self-esteem and negative emotions could forecast the development character of explicit self-enhancement.5.The explicit self-enhancement and implicit self-enhancement had different relations with social adaptation.The explicit self-enhancement was positive correlated to social adaptation,but the implicit was uncorrelated to it.The explicit self-enhancement and the disparity between explicit self-enhancement and implicit self-enhancement was negative correlated to social adaptation and could forecast the level of social adaptation.6.The psychological consultation of group of self-enhancement could advance left-at-home children's self-esteem and improve their emotional experience.The scores of their self-enhancement were higher than before.The psychological consultation of group of self-enhancement could improve their social adaptation too.In a word,the training scheme was effect to advance the level of self-enhancement of left-at-home children.