A Research On Middle School Students’ Inferiority Feelings And Its Relationship With Social Comparison And Achievement Motivation

Inferiority feelings is a universal human experience of emotion, any individual in life aremore or less experience with inferiority feelings how about regardless of their physicalcondition, education level, type of occupation, economic status, etc. Middle school studentsin the adolescent just are the inferiority key groups, therefore, the study using implicitexperimental method combined with survey to do the following researches:1.Investigated themiddle school students explicit inferiority feelings situation;2.Investigated the middle schoolstudents implicit inferiority feelings situation;3.Explored the relationship among inferiorityfeelings, social comparison and achievement motivation;4.Analyzed the characteristics ofmiddle school students about the implicit and explicit inferiority of different combinations.The following conclusions:(1) Middle school students generally have explicit inferiority feelings, but the overalllevel is not high. In the gender variable, girls have more explicit inferiority feelings whichmainly in social ability and physical ability; In the grade variable, senior school freshmen isthe most intense feelings of inferiority which mainly in learning ability and physical ability;In the source variable and the number of family children variable, there were no significantdifference about the inferiority feelings of middle school students; In the parenting stylevariable, under the laissez faire parenting students fell the highest inferiority, the severeparenting type followed and the lowest is democratic parenting type.(2) Middle school students generally have implicit inferiority feelings, in the gendervariable, girls degree of implicit inferiority significant higher than boys; In the gendervariable, source variable and the number of family children variable, there were nosignificant difference about the implicit inferiority feelings of middle school students; In theparenting style variable, under the laissez faire parenting students fell the highest implicitinferiority, the severe parenting type followed and the lowest is democratic parenting type.(3) Implicit inferiority and explicit inferiority only a weak positive correlation and it nosignificant, they are two separate self-evaluation system.(4) Implicit inferiority is not significantly related with social comparison and Ms, it significant inversely correlation with achievement motivation, and it significant positivelycorrelation with Mf.(5) Explicit inferiority is significant positively correlation with social comparison andMf, and it significant inversely correlation with achievement motivation and Ms.(6) Social inferiority play a part of the intermediary role between other aspects ofinferiority and achievement motivation.(7) Ability comparison has predicting power on explicit inferiority, explicit inferiorityhas predicting power on achievement motivation.(8) View comparison has predicting power on Ms of achievement motivation, abilitycomparison has predicting power on Mf of achievement motivation. Explicit inferiority act asan intermediary role between ability comparison and Mf.(9) Students’ inferiority feelings structure from explicit inferiority and implicitinferiority poles divided into four types: High implicit/High explicit inferiority, Highimplicit/Low explicit inferiority, Low implicit/High explicit inferiority and Low implicit/Low explicit inferiority.(10) Different the inferiority types of middle school students showed significantdifferences in parenting styles, Low implicit/Low explicit inferiority type more democraticparenting, High implicit/High explicit inferiority type more laissez faire parenting; Inacademic performance ranking variable, the ranking order from front to rear, Lowimplicit/Low explicit inferiority, High implicit/Low explicit inferiority, Low implicit/Highexplicit inferiority, High implicit/High explicit inferiority; Various inferiority types ofstudents were no significant differences in social comparison; But in achievement motivationvariable, Low implicit/Low explicit inferiority type of students were significantly higher thanthe High implicit/High explicit inferiority and High implicit/Low explicit inferiority, and itshows that the impact on student achievement motivation implicit inferiority no less thanexplicit while the implicit and explicit combine.