论文部分内容阅读
通过与陌生权威访谈的实验情境,检验了隐匿学习成绩信息对学习不良少年自我概念的影响。研究中分别将学习不良少年与非学习不良少年(N=151)分配到可以隐匿学习成绩和不能隐匿成绩的访谈情境中,访谈结束后,被试填写状态自尊问卷并完成Stroop任务。结果表明,隐匿学习成绩的学习不良少年的状态自尊(包括社会自尊和行为自尊)更加积极;在高认知负荷的条件下,隐匿学习成绩的学习不良少年的消极自我表征被激活。文章最后对以上数据结果进行了讨论和解释。
Through the interview with unfamiliar authoritative experimental situation, we tested the effect of hiding learning achievement information on the self-concept of adolescents with learning disabilities. In the study, adolescents with learning disabilities and non-learning disabilities (N = 151) were assigned to interviews that could conceal their academic achievements and could not conceal their achievements. After the interview, participants completed the self-esteem questionnaire and completed the Stroop task. The results show that state self-esteem (including social self-esteem and behavioral self-esteem) of adolescents with learning disabilities who conceal their academic achievements is more positive. Under the condition of high cognitive load, passive self-representation of adolescents with learning dyslexia who conceal their academic achievements is activated. Finally, the article discussed and explained the above data results.