Study On The Co-relationship Among Implicit Inferiority, Shyness, And Cognitive Flexibility Of Junior Middle School Students

Junior middle school students are undergoing rapid physiological and psychological changes because of their adolescences. Therefore they will spend more time on their inner feelings and external evaluation, accordingly implicit inferiority and shyness mood will appear. Some of implicit inferiority mood is unaware Meanwhile, there seems not any research on it, thus, it is necessary to investigate the effect to junior middle school students. Cognitive flexibility is one of the most important parts in the people's development and it can be the reaction of junior middle school students'study, relationships, adaptation to the environment. The students with implicit inferiority always think themselves to be not excellent and others excellent, so they won't be active and initiative during the cognition. The students with shyness will spent more time monitoring themselves and the evaluation from others; correspondingly they have no enough time on flexible conversion when facing the complex and changeable thing. The study on shyness needs to go further duo to its controversial conclusions in cross-culture studies. At the same time there is little research on shyness and its influence about junior middle school students, so the related research is required. The junior secondary is a critical stage for junior middle school students to challenge themselves and deal with the complex relationships. It is essential to study implicit inferiority, shyness and cognitive flexibility together. In the article three factors are measured with the Implicit Association Test, Wisconsin Card Sorting Test and the Shyness Questionnaire. The main conclusions of this study are as follows: 1. There exists the implicit inferiority among the whole junior high school students, that is to say they prefer to think themselves to be not excellent.2. About the study on cognitive flexibility, there exists significant difference on non-persistent errors between males and females, but not on others. After Further study we find that Grade One and Grade Three are different on the total number of errors and the total number of correct, Grade One and Grade Two on the aspect of continuity errors.3. The development of cognitive flexibility is related to the grade, the higher grade the higher cognitive flexibility. Grade two is rapid development stage for cognitive flexibility.4. There is significant difference between implicit inferiority and cognitive flexibility on correct classification.5. There exists significant difference between shyness and cognitive flexibility on correct classification and continuity errors.In conclusion, the study investigates junior middle school students'implicit inferiority, shyness and cognitive flexibility and the relations among them are analyzed, and it can provide theoretical and empirical for students to adapt to the external environment, for educators to guide the students. It also can inspire educators to deal with the students'implicit inferiority and shyness, and teach the students to realize themselves and face their shortcoming, adjust their own to promote themselves on physiology and psychology.