The Characteristics Of Beliefs About Adversity Level Of Left-behind Middle School Students In Rural Areas And Its Influence On The Cognitive Bias Of Emotional Stimulation

"Liushou" is a characteristic of left-behind children,and this is a main reason makes their mental problems.If a left-behind child has some mental problems,he must have a negative emotional cognize,and he will be easy to have emotional cognitive trouble.Beliefs about adversity as an important influencing factor for adolescents' psychological adaptation have an important protective effect on the emotional state and development of left-behind children.Cognitive processing bias is the cognitive process of selective processing of individual information.And the research on whether the low beliefs about adversity level left-behind children show specific cognitive processing characteristics when in the face of adversities will contribute to the beliefs about adversity level cultivating.There were two sections in current study.The left-behind middle school students in rural areas with different beliefs about adversity level were selected as the main research subjects.The study 1 was used to analyze the differences between the left-behind middle school students and the non-left-behind middle school students in beliefs about adversity.The study 2 and 3 included two experiments.In study 2,the experiment A and the experimental B were used to make the emotional words and emotional faces as the related stimuli respectively,the attention bias of the left-behind middle school students of different beliefs about adversity level was explored through the point detection paradigm.In study 3,the experiment C and the experimental D were used to make the emotional words and emotional faces as the related stimuli respectively,the memory bias of the left-behind middle school students of different beliefs about adversity level was explored through the recognition paradigm.The following outcomes were obtained:Based on the experiment,the research received the following 6 conclusions.First,there were differences in beliefs about adversity among left-behind students and non-left-behind students in rural areas,and the beliefs about adversity of non-left-behind middle school students was more positive than that of left-behind middle school students.Secondly,the beliefs about adversity of left-behind middle school students in rural areas were significantly different in gender and grade level.The adolescent girls' beliefs about adversity was obviously positive in boys.The beliefs about adversity of left-behind high school students was obviously more positive than that of the left-behind junior high school students.Thirdly,in dot-probe task,there were differences in attentional bias to emotional words among individuals with different levels of beliefs about adversity.The left-behind middle school students with low beliefs about adversity paid attention to the negative words,the left-behind students with high beliefs about adversity paid attention to the positive words.The non-left-behind middle school students did not show obvious attention bias to the emotional words.Fourthly,in dot-probe task,there were differences in attentional bias to emotional faces among individuals with different levels of beliefs about adversity.Both left-behind and non-left-behind middle school students with low beliefs about adversity paid attention to the negative faces,both left-behind and non-left-behind middle school students with high beliefs about adversity paid attention to positive faces.Fifth,the level of beliefs about adversity affects individual's memory bias towards different kinds of emotional words.participants with low beliefs about adversity had a memory bias in negative words,and participants with high beliefs about adversity had a memory bias in positive words;Sixth,participants with low beliefs about adversity had a memory bias in negative faces and tended to focus on negative stimulus information;participants with high beliefs about adversity did not have stable memory bias for emotional faces.