The Research On Explicit Self-esteem And Implicit Self-esteem And Its Relationship With Academic Stress Of Junior High School Students

During the period of junior high school, an individual develops rapidly in all aspects. It is a high time that the psychological conflicts and behavior matters happen often. On the other hand, academic pressure is the main psychological pressure which the junior students have to bear and will have a bad effect on their psychological healthy. Self-esteem is the key factor of mental health and it can be used as a buffer or moderator variable. Self-esteem plays an important role in buffering the effects of stress on health. This research aims to explore junior high school students'explicit self-esteem,implicit self-esteem and its relationship with academic stress. This investigation aims to provide valuable references for the mental health education for the junior high school students.Adopting many ways, for example, the questionnaire survey, IAT and assess the stressful academic situations method etc., the study discusses the relationship between junior high school students'explicit self-esteem, implicit self-esteem and academic pressure. There are four parts in the study. The first research is to study implicit self-esteem effect, the relationship between explicit and implicit self-esteem of junior high school students; the second research is to discuss developmental characteristics of junior students'explicit and implicit self-esteem; the third research is to explore whether explicit and implicit self-esteem moderated the relation between academic stress and mental health by using the questionnaire survey and IAT; the forth research is to investigate whether explicit and implicit self-esteem buffered the anxious emotion in the stressful academic situation.The result shows as follows:1. The implicit self-esteem effect of junior high school student was significant. Self-esteem of the junior high school students has two aspects of explicit self-esteem and implicit self-esteem. These two aspects are two different psychological structures.2. Explicit self-esteem of the junior high school students develops unsteadily. A significant grade difference exists in junior students'explicit self-esteem development. 7thstudents'scores on grade were higher than 8th and 9th students obviously. However, there was no significant difference between 8th and 9th students. Implicit self-esteem had no significant difference in the aspects of grade. Both explicit and implicit self-esteem had no significant difference in the aspects of gender.3. Both explicit and implicit self-esteem moderated the relationship between academic stress and mental health with the method of the questionnaire survey and IAT.4. Explicit self-esteem didn't buffer the anxious emotion in the stressful academic situation immediately and directly while implicit self-esteem buffered the anxious emotion immediately and directly.