Attention Bias Of Emotional Words Among Middle School Students With Different Self-esteem Type

Objective:Self-esteem research is one of the hot topics in psychology research,which refers to the individual's evaluative emotional experience of self-ability and self-worth.The attention bias is also a research hots pot in the spatial azimuth dimension.It means that only some aspects of certain stimuli or stimuli are noticed in many external stimuli,while ignoring other stimuli.Therefore,this study explores the relationship between high school students 'self-esteem and attention bias,and understands the attention bias of high school students with different self-esteem types to different emotional types.Methods:150 senior high school students in Tianjin were measured by the "external self-esteem scale" and the attention bias test was carried out.The results are as follows:(1)There is no significant difference in self-esteem in terms of gender,origin,and whether it is an only child.However,there arc significant differences in external self-esteem among different grades.The self-esteem level of the second grade is higher than that of the first and third grades.The difference of self-esteem level between the second grade and the first grade was significant.The level of self-esteem in the second grade of high school is significantly higher than in the first grade.(2)The relationship between explicit self-esteem and implicit self-esteem in the middle school students in this study did not reach a significant level,which shows that explicit self-esteem and implicit self-esteem are independent structures.(3)When the reaction of the subject under valid conditions is significantly higher than the reaction under invalid conditions,pay attention to the existence of bias in the subject.(4)The reaction of the participants to positive vocabulary and neutral vocabulary was significantly lower than that of negative vocabulary,indicating that there was a tendency to pay attention to negative vocabulary,and there were significant differences in the reactions of middle school students to positive vocabulary and neutral vocabulary.The reaction of positive vocabulary was significantly higher than that of neutral vocabulary.(5)The main effect of the three types of emotional words is significant,the main effect of explicit self-esteem is not significant,and the interaction effect is not significant,indicating that there is no interaction between explicit self-esteem and attention bias.(6)The main effect of the three types of emotional words is significant,the main effect of implicit sclf-csteem is not significant,and the interaction effect is significant,indicating that implicit selt-esteem interacts with emotional words and produces attention bias.The middle school students in the group of high self-esteem who taught low implicit self-esteem had less time to pay attention to the three categories of vocabulary.They were shorter than those in the group of low self-esteem in the focus on negative words,and the focus on positive words was also smaller than the group of low self-esteem.However,the gaze on neutral words was higher than that of low-self-esteem subjects.Conclusion:Self-esteem level changes with grade in senior high school,showing that it increases first and then decreases.The attention of high school students to positive and negative vocabulaiy tends to exist.The expression is that the attention of negative vocabulary is longer than the positive vocabulary,and the attention of emotional vocabulary is longer than the neutral vocabulary.And this kind of attention bias is not affected by the individual's apparent self-esteem,but is applicable to all high school students.However,individuals with implicit self-esteem are more likely to be affected by emotional words,and individuals with low implicit self-esteem are more likely to be attracted by emotional words.The expression is that the time spent watching emotional words is longer than that of individuals with high implicit self-esteem.