The Relationship Between Explicit Self-esteem,implicit Self-esteem And Prosocial Behavior Of Junior Middle School Students

Prosocial behavior is an important social behavior,and it is of great meaning to the social adaptation and social interaction of individual.The acquisition and development of prosocial behavior are affected by the external environment and the internal psychological and psychological factors of the individual.The junior high school stage is an important period for the formation and development of individual's prosocial behavior.Some of their psychological characteristics will inevitably affect the formation and development of prosocial behavior.This study focuses on the relationships between explicit self-esteem,implicit self-esteem,and prosocial behavior in junior high school students,and by introducing empathy variables.We further analyze whether there is a mediating effect between empathy,explicit self-esteem,implicit self-esteem,and prosocial behavior in junior high school students,and propose corresponding education suggestions to cultivate the prosocial behavior of junior high school students and promote their healthy growth.A self-reported and implicit association test is used to investigate the explicit self-esteem,implicit self-esteem,prosocial behavior,empathy,and relationships among 272 junior high school students in Haikou and Qionghai,Hainan Province,and get the following results:(1)Explicit self-esteem of students was at a moderate level in junior high school,prosocial behavior and empathy were at a moderately upper level,and there is implicit self-esteem.(2)In terms of explicit self-esteem,schoolboys in junior high school had significantly higher scores than schoogirls;the scores of explicit self-esteem showed a downward trend as the grades increased;only children scores significantly higher than non-only children.(3)In terms of implicit self-esteem,schoolgirls in junior high school had significantly higher scores than schoolboys;Implicit self-esteem scores generally declined as the grade increased,grades in grade one were significantly higher than those in grade two and grade three,and grades in grade two were significantly higher than grade three;there was no significant difference in implicit self-esteem whether they were only children.(4)In terms of prosocial behavior,schoolgirls in junior high school had significantlyhigher scores than schoolboys;the scores of prosocial behavior showed a downward trend as the grades increased,the scores of the first and second grades were significantly higher than those of the third grades,and there was no significant difference between the first and second grades;there was no significant difference in prosocial behavior whether they were only children.(5)In terms of empathy,schoolgirls in junior high school had significantly higher scores than schoolboys;the scores of empathygenerally showed a downward trend as the grades increased,the scores of the first and second grades were significantly higher than those of the third grades,and there was no significant difference between the first and second grades;there was no significant difference in in empathy whether or not they were the only children.(6)The correlation between explicit self-esteem and implicit self-esteem was no significant,and the explicit self-esteem and implicit self-esteem were relatively independent.(7)There was a significant correlation between junior high school students' explicit self-esteem,prosocial behavior as well as empathy.Junior high school students' explicit self-esteem was positively correlated with empathy as well as prosocial behavior.And there was a significant positive correlation between empathy and prosocial behavior in junior high school.There was no significant correlation between implicit self-esteem,prosocial behavior and empathy in junior high school.(8)Explicit self-esteem of junior high school students had respectively prediction function to empathy and prosocial behavior.(9)Empathy partly mediated explicit self-esteem and prosocial behavior.