The Influence Of School Relative Deprivation On Implicit/Explicit Self-evaluation Of Senior High School Students

The sense of relative deprivation is an important embodiment of psychological disharmony of disadvantaged groups.Under the background of advocating quality education and mental health,there are still some teachers regard grades as the sole criterion to measure students' performance.They showed different teaching behaviors and emotional attitude to different students who are in different grade levels.In the classroom environment and teaching process,the senior high school students who are of poorer academic performance often suffered more relative deprivation from teachers.As a result,they developed a cognition of their disadvantaged situation and a lot of negative emotional experience.Based on the cognitive and emotional two-dimensional structure model,I were in strict accordance with the requirements of psychological measurement to developed the School Relative Deprivation Scale.Then on this basis,I selected senior high school students who are in different grade levels as subjects.Based on the path of "school relative deprivation-negative academic emotions-implicit/explicit self-evaluation",I used the methods of questionnaire and experiment,to make a systematic research on the characteristic of school relative deprivation,negative academic emotions and explicit/implicit self-evaluation,and explored the influence of school relative deprivation on explicit/implicit self-evaluation of senior high school students:the mediating effect of negative academic emotions.Results found that(1)The School Relative Deprivation Scale have good psychometric indexes.(2)Relative deprivation in school showed no significant differences in Senior grades,but showed a marginal significant positive correlation in sex,it also showed a extremely significant difference in academic achievement.(3)Implicit and explicit self evaluation of high school students are two relatively independent structures,the separation state index had no significant differences in sex and grade,but had extremely significant difference in academic achievement.(4)There was no significant correlation between school relative deprivation and implicit self-evaluation,in a way,it reflected that the influence of school relative deprivation on implicit self-cognition of senior high school students was not obvious.(5)Negative academic emotions played a mediated role between school relative deprivation and explicit self-evaluation.The sense of relative deprivation can have a significant direct impact on the core self-evaluation of senior high school students,on the other hand,it can also had a significant indirect impact on the explicit self-evaluation through negative academic emotions.