Research Of Attention Bias Affected The Level Of Academic Self-esteem Under The Positive Emotion Priming

Since William James proposed feels pride = success / ambition level in this formula, the domestic and foreign scholars began to conduct extensive research on the field of self-esteem. And academic self-esteem is specific areas of self-esteem, but also on the self-esteem of refinement, academic self-esteem on learning as an important task of the junior high school students’ psychological health and personality development and academic achievement have effects and can not be ignored. In addition, due to the development of cognitive psychology, the research process also began to increase. In the past, often with anxiety as the object to study their attentional bias characteristics, found that anxiety individuals pay more attention to negative stimulus. In recent years, the research range of the object is not limited to non normal population, most of that attentional bias, but also exists in the normal population, the junior high school students as the object of study is less. Therefore, this study will be based on the attention bias in the previous study and self-esteem on further combined with positive emotions start to explore different academic self-esteem of junior high school students’ level of attentional bias characteristics.The full text includes three research, research on the Rosenberg self-esteem questionnaire and academic self-concept questionnaire become junior high school students academic self-esteem questionnaire.Study on the two mainly discusses the level of different academic self-esteem of junior high school students on Interpersonal Acceptance of information(happy faces) and interpersonal rejection(anger / disgust) characteristics of attentional bias. Research on academic self esteem questionnaire revised one of subjects by screening, and ultimately selected the level of self-esteem of high school group 33, low self-esteem group of 32 people attended the Academic Emotion Stroop experiment, the experimental program was written by E-prime2.0, the experimental materials for happy faces(Interpersonal Acceptance and anger and disgust faces)(interpersonal refused to face).Study on three subjects using video induced positive mood, compared to control group level emotions affect academic self-esteem subjects attentional bias. Study on three experimental study of two procedures, in order to prevent the practice effect, different from the study of two subjects. Consider the number of grade and gender balance, the final selection of high self-esteem study group 46(positive emotion priming group and control the 23); low self-esteem study group 44(positive emotion priming group and control the 22). The main conclusions show that:1. Junior high school students academic self-esteem questionnaire’s cronbach’s alpha is 0.808, after the test has a good construct validity.2.In no mood to start situation, high self-esteem and academic researchers for happy faces(Interpersonal Acceptance and anger and disgust faces)(interpersonal refused to face) does not exist attentional bias. Low self-esteem of anger and disgust studies(interpersonal refused to face) exist attentional bias.3.Starting in the positive emotions, high self-esteem and low self-esteem and academic level of the happy face(Interpersonal Acceptance of anger and disgust faces) /(interpersonal refused to face) does not exist attentional bias.4.High self-esteem levels in two kinds of mood of anger and disgust(interpersonal refused to face) no significant difference in reaction time, but the low self-esteem level group in the two emotional state of anger and disgust(interpersonal refused to face) reaction time had significant difference.5.Positive emotion priming subjects for happy faces(Interpersonal Acceptance and anger and disgust faces)(interpersonal refused to face) no significant difference in reaction time, no emotion, subjects for happy faces(Interpersonal Acceptance and anger and disgust faces)(interpersonal refused to face) reaction time had significant difference.