A Study On The Difference Of Implicit Emotion Regulation And Implicit Self-esteem Between The Students With Learning Disabilities And Excellent Academic Abilities In Junior Middle School

Objective:Based on the previous studies on implicit emotion regulation and implicit self-esteem,this study conducted an experiment to investigate the differences between the implicit emotion regulation and implicit self-esteem in junior middle school students.This experiment is designed to explore the relationship between students' academic abilities with reactions to external emotional Simon task.Sixty second-year junior high students from a middle school in xinyang were screened out as experimental subjects and one half of subjects are with excellent academic abilities while the other half show explicit learning disabilities.Reactions and correct rate of two types of subjects to external emotional Simon task are implicitly regulated individually.2(Group: Students with excellent academic abilities,Students with learning disabilities)×2(Emotional Types: Emotional control words,Emotional expression words)×2(External reaction titer: Negative,Positive),Implicit self-esteem 2(Group: Students with learning disabilities,Students with excellent academic abilities)×2(Self-esteem type: Self word,Other word)×2(External response titer: Positive,Negative)repeated measuring analysis of variance.Results shows that: in the study of the regulation of implicit emotions,the main effects of the response of learned students and students with learning difficulties were significant,the main effects on controlling expression words were not significant,the negative and positive main effects were not significant and all interaction effects were not significant.In the study of implicit self-esteem,self-words and other words have significantly main effects,positively and negatively main effects are not significant,and the main effects of students with different academic abilities are not significant,but self-words and other words have a significant interaction effect with students with excellent academic abilities and students with learning difficulties.There are no significant differences between self-words and other words to students with excellent academic abilities.Students with learning difficulties show significantly shorter response time to self-words compared to other words.Self-words,other words,and positive/negative have interactions:Under the level of self-words,negative reactions last significantly longer than the positive reactions while no difference is observed under other words.Conclusion:(1)Although self-words and positive emotions are generally put together,this study shows students with different learning abilities have significant difference on response to self-words.Students with excellent academic abilities respond rapidly to self-words compared to students with learning disabilities,which is strongly against the previous research of Ma Feifei.However,no significant difference is observed on response to other words of two types of students and this could be attributed to the period of adolescence when students in junior high school students tend to pay more attention on themselves rather than other people.There is no significant difference in the adjusting words of implicit emotions between students with learning difficulties and those with excellent academic abilities,so hypothesis 2 is not verified.