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Self-esteem Of The Pupils In A Different Type Of Behavior Research

Posted on:2008-03-15Degree:MasterType:Thesis
Country:ChinaCandidate:X H XuFull Text:PDF
GTID:2207360212498941Subject:Development and educational psychology
Abstract/Summary:PDF Full Text Request
On the basis of the teachers' evaluation and the companions' nomination, according to the scores on Aggression Questionnaire (AQ) they get, the students were divided into three behavior types: aggressive students, ordinary students and the pro-social students. Aggression has great harm, which has significant adverse impact to physical, mental health and the social development of elementary and middle school students'. Self-esteem, as the criteria of psychological healthy which unified by East and West, its positive meaning is highly acknowledged. Along with the rising of the implicit social cognition research, Researchers believe that it only combine implicit self-esteem and explicit self-esteem, it can be better predict individual's behavior. For the relationship between implicit and explicit self-esteem, foreign scholars believe that there is structural separation between them, Chinese scholars reached the same conclusion after testing college students. Then, for elementary and middle school students? On implicit and explicit self-esteem, if there is any differences in different types of groups? There is low correlation between implicit and explicit self-esteem, then under what kind of situation do they significantly correlate, as well as what is the reason of correlation? As an intermediary variable, self-esteem is playing an important restriction role to people's cognition, emotion, motivation, social adaptation, and academic achievement. However, on the studies of relationship of self-esteem level and the aggression, there are some viewpoints which conflicts with each other. Foreign scholars raised high self-esteem heterogeneity assumptions. Well, for Chinese elementary and middle school students, whether there is high self-esteem heterogeneity? What is the reason?By comparing the aggression and self-respect(explicit and implicit self-esteem) of the ordinary and the pro-social elementary and middle school students, final research results were as follows:1. No matter the pro-social, the ordinary, and the aggressive students, their implicit self-esteem effects affect significantly. There is one positive representation of self-manner in their self-schemes that implicit self-esteem effect has the overall universality. Our country elementary and middle school students' implicit self-esteem effect is somewhat low comparing with the implicit self-esteem effect that the Western university students obtain, due to the East and West culture difference. In addition, no gender difference, the single child difference and the grade difference of implicit self-esteem were not found.2. No significant gender difference of the explicit self-esteem regardless of the pro-social, the ordinary, and the aggressive students. In addition, city and countryside difference and the single child difference of explicit self-esteem are not remarkable. But, the explicit self-esteem has the remarkable grade difference: take the Grade eight as the turning point, the tendency is first high then low.3. The correlation in the implicit self-esteem effect and the explicit self-esteem score of different behavior type students is low, moreover the separation condition of the implicit self-esteem and the explicit self-esteem is remarkable, which basically supports the dual separations theory.4. Aggressive and pro-social student's self-esteem structure is different: Compares with the ordinary student, the aggressive student's self-esteem is high explicit low implicit, namely defensive high self-esteem; the pro-social student's self-esteem is high explicit high implicit, namely secure high self-esteem. This confirmed to a certain extent "Heterogeneity of High Self-Esteem" that recently proposed overseas.5. The implicit self-esteem loads emotion, but female student's unique gender typological and the gender role socialization process enables them to have much about the self-automatic joint introspection way, therefore the correlation of the female student's implicit self-esteem and the explicit self-esteem had achieved the marginal significance, but the male student does not have.
Keywords/Search Tags:aggression, prosocial, implicit self-esteem, explicit self-esteem, self-esteem structure, gender
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