A Study On The Influence Of Achievement Goal Orientations And Situational Types On High School Students Implicit And Explicit Self-esteem

After Greenwald et al put forward the concept of implicit self-esteem creatively in 1995, researchers' understanding of self-esteem has extended to unconscious level from traditional conscious level. Implicit self-esteem has come to be a central issue in the domain of implicit social cognition from then on.Achievement goal is a perception of individual's aims or causes on achievement assignment and an estimate of individual's goal fulfillment. Achievement goal has four dimensionalities: performance-approach,mastery-approach,performance-avoidance and mastery-avoidance.More and more current researches pay special attention to implicit and explicit self-esteem and achievement goal orientations. The study examined implicit self-esteem by Implicit Association Test, explicit self-esteem and achievement goal orientation by self-report questionnaire, and manipulated three situational types by using computerized version of Raven Intelligence Test. This study used high school students as subjects, and investigated the different achievement goals' influence on implicit and explicit self-esteem in the success situation and failure situation and neutral situation which were manipulated by instruction. The purpose is to study implicit self-esteem effect, the relationship of implicit and explicit self-esteem of high school students, and the influence of achievement goal orientations and situational types on implicit and explicit self-esteem.The study showed that:1, The effect of high school student implicit self-esteem was significant on IAT. Implicit self-esteem and explicit self-esteem were different traits and did not correlate with each other. There was no significant difference of implicit self-esteem between a high explicit self-esteem group and a low explicit self-esteem group, which also suggested that implicit self-esteem is independent of explicit self-esteem.2, Success and failure situations affected opposite explicit self-esteem of high school student. The success situation made a positive impact on explicit self-esteem, and the failure situation made a negative impact on explicit self-esteem. But there were no influence on implicit self-esteem.3, The level of explicit self-esteem of different students with different achievement goal orientations was different, but the level of implicit self-esteem should be decided according to the situation. Generally, explicit self-esteem of approach goal orientations was much higher than that of avoidance goal orientations. The success and failure situation made a positive impact on implicit self-esteem of performance-approach goal orientation students. The discrepancy between implicit self-esteem and explicit self-esteem differed significantly among students with different achievement goal orientations.