ABSTRACT
Objective:To explore the features of self-serving bias among adolescents with different tspes of high self-esteem.Methods:A total of 1 027 adolescents were sampled.Among them 230 adolescents with explicit high self-esteem were selected with the Rosenberg Self Esteem Scale(RSES),36 adolescents with secure high self-esteem and 36 adolescents with fragile high self-esteem were selected with the Implicit Self-esteem Test(IAT).A 2x2 two factors mixed experimental design by using Face Working Memory Task was conducted to study the self-serving bias of 72 different high self-esteem adolescents.Results:The self-serving bias of different high self-esteem adolescents had statistically significance[F(1,35)=85.41,P＜0.001,η2=0.23].Secure high self-esteem adoles-cents did not show self-serving bias with correct[t(35)=-6.51,P＜0.001,d=5.44]and wrong feedback[t(35)=-10.79,P 0.001,d=6.50].Similarly,fragile high self-esteem adolescents did not show self-serving bias with correct feedback[t(35)=-2.85,P＜0.05,d=2.5],but they showed self-serving bias with wrong feedback[t(35)=6.99,P＜0.001,d=4.49].The interaction between heterogeneous high self-esteem groups and feedback types was significant[F(1,35)=28.65,P＜0.001,η2=0.14].Conclusion:The adolescents with fragile high self-es-teem show obvious self-serving bias with false feedback.The heterogeneity differentiation of high self-esteem is the factor for different self-serving bias among adolescents.
ABSTRACT
The university students must promote themselves to become persons with sound personality in order to adapt to the society request for talents.But the university students experience emotion burnout and the deviation of development in mental and behavior during the period full of variety and surging.So the education of sound personality should be placed in the higher education to raise the university student's comprehensive character.
ABSTRACT
Objective:To explore the relationship between perceived school climate and school adjustment of middle school students.Methods:The data were collected by self -report and teacher -report methods.Results:There were significant differences among grades and gender in school climate perceptions;and school climate perceptions could be classified into three types:intimate,average and stress,and school adjustment was the best in the intimate type.The perceived school climate had significant predictive effect on all the indicators of school adjustment,of which school attitude and social loneliness were the largest,the problematic behavior was the second and the academic performance was the least.School attitude played a part of mediated role between the school climate perception,social loneliness and problematic behaviors.Conclusion:The perceived school climate has significant predictive effect on school adjustment.