脆弱高自尊初中生的记忆偏好及应对方式的研究

【作者】 王玉龙；

【导师】 韩仁生；

【作者基本信息】 曲阜师范大学 ， 发展与教育心理学， 2013， 硕士

【摘要】 自尊一直是心理学的研究热点，以往研究大多是从自尊的高低水平上进行研究。越来越多的研究发现不是所有的高自尊都有良好的心理行为表现，高自尊内部也是有差别的。因此有心理学家从不同的角度对高自尊内部的不同进行研究，提出了高自尊的异质性假设。心理学家把其分为安全高自尊和脆弱高自尊，其中稳定的、真诚的、一致的高自尊属于安全高自尊，与其相反脆弱的高自尊是不稳定、不真诚、不一致的。本研究以内隐自尊和外显自尊的一致性作为区分脆弱高自尊和安全高自尊的指标，通过比较安全高自尊和脆弱高自尊在记忆偏好和应对方式上的差异，来考查高自尊内部的心理行为差异。本研究以山东济宁周边中学初中生为被试，主要考察初中生的心理行为特点，从而为初中生的心理健康辅导工作提供理论依据。研究一通过Rosenberg自尊量表、内隐自尊测验选出内隐自尊高外显自尊高的安全高自尊被试和外显自尊高内隐自尊低的脆弱高自尊被试，然后进行记忆偏好测验，从而考查脆弱高自尊初中生的记忆偏好特点。研究二是对选出的脆弱高自尊初中生和安全高自尊初中生发放应对方式问卷，从而考察脆弱高自尊初中生的应对方式特点。研究结果表明：（1）脆弱高自尊初中生对积极信息有记忆偏好,安全高自尊对积极信息没有记忆偏好。在限制时间情境和不限时间情境中脆弱高自尊都有积极信息的记忆偏好，而安全高自尊在两种情境中对两种信息的记忆都没有偏好。（2）安全高自尊初中生比脆弱高自尊初中生更多采用成熟的应对方式，脆弱高自尊初中生比安全高自尊初中生更多采用幻想、退避、合理化和自责这四种不成熟的应对方式，而安全高自尊初中生较多使用问题解决和求助的成熟应对方式，这说明安全高自尊的初中生有更好的适应能力和人际协调能力。更多还原

【Abstract】 Self-esteem has been a focus of the psychology research, previous studies about self-esteemare mostly between high and low levels.More and more studies found that not all of the highself-esteem have good psychological behavior,within the high self-esteem is different.Thereforepsychologists study the high self-esteem from different angles,then they present the hypothesisof heterogeneity of high self-esteem. Psychologists divided them into safe, high self-esteemand fragile high self-esteem, which stable, honest, consistent, high self-esteem is a safe and highself-esteem, their opposite fragile high self-esteem is unstable,insincere,and inconsistent.The present study distinguishes the fragile high self-esteem and high self-esteem accordingto the Consistency. By comparing differences in the memory preferences and coping styles ofhigh self-esteem and fragile high self-esteem, to examine the psychologicalbehavioraldifferences inside of the high self-esteem.The present study test junior high school students of the the surrounding Middle School ofJining, mainly investigate the psychological and behavioral characteristics of junior high schoolstudents, and to provide a theoretical basis for junior high students in mental healthcounseling.The first Experiment elect the safe high self-esteem which was high implicitself-esteem and high significant self-esteem,the fragile high self-esteem which was low implicitself-esteem and high significant self-esteem,elect them by Rosenberg Self-Esteem Scale andimplicit self-esteem tests.Then test the memory preference,to examine the junior high schoolstudents who have the fragile high self-esteem,to find the memory preference characteristics ofthese students.The second experiment paid Coping Style Questionnaire to the students who havebeen elected,include those students who have fragile high self-esteem，and those students whohave safe high self-esteem.To study the coping style characteristics of the junior high studentswho have fragile high self-esteem.The results show that:(1) the junior high school students who have fragile high self-esteempreferences of positive information on memories,but the the junior high school students whohave safe high self-esteem don’t have information preferences on memories. The fragile highself-esteem in two contexts have more positive information preferences,and the safe highself-esteem has no preference in the memory of the two kinds of information.(2) the junior highschool students who have safe high self-esteem take more mature coping style than the juniorhigh school students who have fragile high self-esteem. The junior high school students whohave fragile high self-esteem take more fantasy, avoidance, rationalization and self-blame these four immature coping style than the students who have fragile high self-esteem.And the thejunior high school students who have safe high self-esteem take more problem-solving andseeking help these two mature coping style than the junior high school students who have fragilehigh self-esteem.This directions that the safe high self-esteem have better adaptability andinterpersonal skills.更多还原