Attention Bias Of Middle School Students’ Low Implicit Self‐esteem Under Social Acceptance And Exclusion

Self-esteem is a comprehensive evaluation of the individuals, which has an effect on the coping strategies of surrounding environments. With the society’s more researches on implicit cognition, implicit self-esteem proposed by Greenwald has become the focus. Social inclusion and social exclusion occurs all the time in people’s lives, a large number of studies have found that the level of implicit self-esteem has a close relationship with individual experience to the formation of social exclusion and acceptance experience. In turn, different social experiences from the past into the different levels of the line individual self-esteem will produce significantly different cognitive behaviors in different social situations.People in high self-esteem has a positive self-concept, and who tend to make a more objective analysis on himself and the environment, thus play to their strengths and compensate for their deficiencies to become more outstanding. However, people in low self-esteem, who are excluded from the past a lot, will reject social experience and the formation of negative self-concept, and they are sensitive to emotional information, tend to make a negative perception to the environment, resulting in more negative behaviors and negative selfconcept of recognition and generalization. This will not only harm the mental health of the individuals, it will also affect the normal interpersonal relationships, and it may even cause them to do anti-social behaviors, such as frequent campus stabbings and the shocking case of Ma Jiajue and so on. The junior high school students in adolescence is a critical period and turning point for self-development,, self-esteem development of teenagers is a key factor affecting mental health,which has important implications for the individual and the entire system of psychological self- development, so we will focus on the perspective from junior school students to explore the low implicit self-esteem individuals attentional bias. When junior school students in low implicit self-esteem experience different social acceptance and exclusion situations, will interpersonal evaluation information have different attentional bias to it? If any of these different attentional bias exists, how many inherent mechanisms will have? In the past, the low self-esteem is studied from social perspectives, with a positive impact on people’s psychology, starting from the perspective of the community, more energy will be devoted to explore the influencing mechanisms in different social contexts will be more conducive to physical and mental development mechanism of junior school students.In this thesis, students in low implicit self- esteem will be screened by IAT first. Then, the experiments on social exclusion and social acceptance will be made through mutual understanding of the paradigm. The next experiments will use spatial cues task paradigm to discusses low implicit self-esteem of individuals in different social acceptance and exclusion situations, different motivations whether manifests in the earliest stage of cognitive processing, that attentional phase, and thus different interpersonal evaluation information will show different attentional bias. The results show that : after experiencing social acceptance, the individuals in low implicit self-esteem exist attentional bias for characterizing interpersonal acceptance of information( happy face), and the component of attentional bias is attention vigilance. And after experiencing social exclusion, the right to characterize interpersonal rejected information( exclusion / angry faces) also exist attentional bias,the component of attentional bias is attention from difficulties. The study results have some practical values to verify the regulation of interpersonal perception, but also provides a strong basis for the effective implementation of school mental health education.