The Influence Of Different Evaluation To Elementary School Students’ Emotional And Overt Self-esteem

Explicit self-esteem refers to the immediate state, the individual’s self feeling which can be acquired through introspection and enters the consciousness; it is always associated with emotions. Positive evaluation refers to the educators endorsing the behavior of the educatees;Negative evaluation refers to the educators showing their unhappiness with the behavior of the educatees, but all the corporal punishment and cover corporal punishment are not there.This study is based on elementary school students as the research object. It explores that different evaluations on elementary school students of different explicit self-esteem level will produce what kind of emotions. It also explores that different evaluations on elementary school students of different emotions will produce what kind of level of explicit self-esteem.In this study, subjects are grouped according to their level of explicit self-esteem and emotion through questionnaire and situational experiments. This study starts from the different evaluation, then find that elementary school students are affected by evaluations,explicit self-esteem and emotions together. Experiment 1 is studied in 60 elementary school students. This paper discusses the relationship with different evaluation, explicit self-esteem and emotion, and observes the influence of the different evaluations on elementary school students’ emotion of different explicit self-esteem. The conclusion is as follows:(1)It’s more likely to have a positive emotional experience when individuals get positive evaluation. It’s more likely to produce negative emotional experience when individuals get negative evaluation.(2)No matter positive evaluation or qualitative evaluation, high self-esteem elementary school students can maintain a positive emotion, while middle and low self-esteem elementary school student’s emotion will change with the different evaluations.Experiment2 probes more deeply into the different emotions. Different evaluations change elementary school students’ explicit self-esteem level. The conclusion is as follows :(1) Evaluations and emotions play very significant roles in changing elementary school students’ explicit self-esteem. Positive evaluation can improve the elementary school student’s explicit self-esteem obviously; negative evaluations can reduce elementary school student’s explicit self-esteem significantly. Whether it is a positive evaluation or qualitativeevaluation, the explicit self-esteem scores of elementary school student in positive emotion added value of are significantly higher than the elementary school students in negative emotions.(2) Evaluation and emotion’s impact on the level of self-esteem have significant interaction. Positive emotions, positive evaluation will make the explicit self-esteem level of elementary school student’s larger ascension; Negative emotions, negative evaluation can make the more explicit self-esteem level of elementary school student.