The Implicit And Explicit Research On Learning Subjective Well-being And Learning Willpower Of Junior High School Students

Since ancient times, people are constantly looking for happiness. Like all pay will be rewarded, people has made many achievements in various fields through years efforts by both theory and practice exploration. But in order to make the lives of ordinary people to become full and happy, people are still on the ongoing efforts. Willpower is essential human quality on the way of success. People can identify the target; overcome the difficulties and get higher and better achievement with the support of willpower. There are two important standpoints in the correlation of implicit and explicit attitude:identical and separation. There are many the research results to support them. The aim of this article is to explore the implicit and explicit relationships base on the subjective well-being and learning willpower.This paper includes two experiments. Experiment 1 is a 3 X 2 mixed experiment design that makes a study on the three groups of students and IAT task (compatible, incompatible). The students separated from "the learning subject well-being of junior high school students" questionnaire. The IAT task (compatible, incompatible) is the within-subject variable and the three groups as variables in the subject. The aim of this experiment is to investigate the difference between students with difference level of explicit learning subjective well-being in implicit learning subjective well-being and the correlation between implicit and explicit of subject well-being. Experiment 2 is a 3 X 2 mixed experiment design that makes a study on the three groups of students and IAT task (compatible, incompatible). The students separated from "the learning subject well-being of junior high school students" questionnaire. The IAT task (compatible, incompatible) is the within-subject variable and the three groups as variables in the subject. The aim of this experiment is to investigate the difference between students with difference level of explicit learning subjective well-being in implicit willpower and the correlation between explicit of subject well-being and implicit learning willpower.Result:(1) There are significant differences between compatible and incompatible task of implicit learning subject well-being. (2) There are no significant differences between students with difference level of explicit learning subjective well-being in implicit learning subjective well-being.(3) There are no significant correlation between explicit learning subjective well-being and implicit learning subjective well-being.(4) There are significant differences between compatible and incompatible task of implicit learning willpower.(5) There are no significant correlation between explicit learning subjective well-being and implicit learning willpower.Conclusion:(1) Junior high school students have implicit learning subjective well-being and the correlation between explicit learning subjective well-being and implicit learning subjective well-being is separation. (2) Junior high school students have implicit learning willpower and the correlation between explicit learning subjective well-being and implicit learning willpower is separation.