Dissertation
Dissertation > Philosophy, religion > Psychology > Developmental psychology ( human psychology ) > Adolescent psychology

Study on the Co-relationship among Implicit Inferiority, Shyness, and Cognitive Flexibility of Junior Middle School Students

Author LuRongMei
Tutor ChenXu
School Southwestern University
Course Developmental and Educational Psychology
Keywords Junior high school students Implicit inferiority Shy Cognitive flexibility
CLC B844.2
Type Master's thesis
Year 2010
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Junior high school students in physical and mental development of the critical period, will be too much focus on their own inner feelings and external evaluation of others, prone to feelings of inferiority and shyness emotional. Low self-esteem can be divided into implicit and explicit two the implicit inferiority to influence the individual little research. Cognitive flexibility is one of the important executive function, reflects the the individual cognitive flexibility conversion ability, individual ability to adapt to the external environment and one of the important indicators of dealing with complex relationships implicit inferiority individual long-term self-esteem and negative evaluation, leading to powerful others and self-weak idea in the subconscious, the heart of this depressed state may lose the initiative and enthusiasm of the individual cognitive activity on cognitive flexibility it will have some impact. Furthermore, adolescent junior high school students due to the upsurge of self-awareness, too much to monitor their own behavior and consider others, the existence of the \cognitive activities, these negative emotions will take up a lot of the working memory system resources, the premise of limited resources, the inevitable result is can be used the rules the conversion side while the cognitive resources relative reduction. In this study, experimental method and questionnaire wears. IAT Implicit approach to measuring individual inferiority, shyness questionnaire discussed the the shyness status of junior high school students, using the Wisconsin Card Test measured individual cognitive flexibility. Junior High School implicit inferiority, shyness and cognitive flexibility conduct research, draw the following conclusions: (1) junior high school students there is a significant implicit inferiority effect, tend to self and negative things or evaluation linked. There is no significant difference between the sexes. Grade incompatible task reaction time was significantly different. (2) differences in cognitive flexibility, the boys and girls, a significant difference in the non-persistent error dimension, other dimensions of difference was not significant. (3) development of cognitive flexibility with the junior high students in the higher grades, the Grade Two stage is the stage of rapid development of cognitive flexibility. (4) implicit inferiority of junior high school students on the correct classification of cognitive flexibility dimension has a direct role in the prediction. (5) has a direct role in the prediction shyness in the correct classification of cognitive flexibility and sustained error dimension. In summary, this study examines the implicit inferiority, shyness and cognitive flexibility among the conclusions can provide some theoretical support for the guidance of junior high school students to better adapt to the environment. Provide useful inspiration inferiority complex, shyness intervention for high school students at the same time, help to promote the development of students' physical and mental health.

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