Study On Features Of Social Cognition Of Middle School Students With Different Competitive Ttitude

With the development of economy and culture in the modern society, the competition is becoming tougher and tougher. Competition is the outstanding feature of a society which thinks highly of speed and efficiency and puts achievement in the most important position. To the middle school students, the tough competition has laid great burdenes to them, and becomes one of the most important academic stresses.At present, domestic researches about competition are at the first step, there is no related research about the different features of different competitive middle school students'social information processing. In view of existing research weakness, this research studies the social cognition characteristics of different competitive middle school students, in order to deepen the research of competition and extend the category of social cognition research.This research uses the scale and interviewment to select the proper participates, and draws up the effective experimental reading materials to explore the social cognition characteristics of different competitive participates through the method including encoding, recognizing and priming. Synthesizing the relevant data of the research, the conclusions are as followings:1. There is significant difference in the middle school students'competitiveness. During the whole pierod of middle school, middle school students'competitiveness drops gradually. Different competitive students is not different significantly in hypercompetitiveness, but grade 2 is higher slightly than grade 1 in the senior middle schoo; The personal development competitiveness is different significantly in the different grades, the students of grade 2 in the junior middle school are higher in personal development competitiveness than any other students, and the students of grade 2 in the senior middle school are lower in personal development competitiveness than any other students.2. Gender difference is significant in the students'competitiveness. Female students are lower in general competitiveness and hypercompetitiveness than the male students.3. Neurosis is related to hypercompetitiveness positively, but related to personal development competitiveness negatively; Self-esteem is related to hypercompetitiveness negatively, butrelated to personal development competitiveness positively.4. Neurotic students are higher in hypercompetitiveness than the non-neurotic students, but are lower in personal development competitiveness than the non-neurotic students; High self-esteem students are lower in hypercompetitiveness than the low self-esteem students, but higher than the low selfesteem students in personal development competitiveness and general competitivenenss; All the differences are significant.5.Students who are high self-esteem and nonneurotic are lower in hypercompetitiveness than the students who are high self-esteem and neurotic,low self-esteem and neurotic,low self-esteem and non-neurotic, and students who are low self-esteem and neurotic are higher in hypercompetitiveness than any other students; To the personal development competitiveness, Students who are high self-esteem and non-neurotic are higher than other students, but students who are low self-esteem and neurotic are lower than the students who are high self-esteem and non-neurotic and stuednts who are high self-esteem and neurotic, the differents are significant.6. self-esteem and neurosis can pridict hypercompetitiveness,personal development competitiveness and general competitiveness effectively.7. Students who are hypercompetitive have more negative coding than students who are higher in personal development competitiveness, and they have more negative coding biases than students higher in personal development competitiveness.8. Students who are hypercompetitive have no more negative recognition than students who are higher in personal development competitiveness, and they don't have negative recognition biases comparing with students higher in personal development competitiveness.9. Students who are hypercompetitive have more negative priming effects than students who are higher in personal development competitiveness, and they have more negative priming biases than students higher in personal development competitiveness.10. Students higher in hypercompetitiveness have negative social cognition scheme.In one word, the innovations of the research are as followings: the first innovation is in the paradigm, the research adopts experimental paradigm of Tversky'social cognition to explore the features of social cognition of students higher in hypercompetitiveness, which is not common in the existing researches. The research using this paradigm has deepened the study to competition and extended the scope of social cognition reseach. The second innovation is in the method, the mix of different methods, such as document analysis,interview,questionair and experiment, avoids the limits of using just one method, and makes the conclusion dependable. Especially, using the experimental paradigm of Tversky'social cognition to explore the features of social cognition of students higher in hypercompetitiveness is a useful trial. The last innovation is in the conclusion, the research approaches the social cognition features of students higher in competitiveness through coding,recognizing and priming, and finally finds that students higher in hypercompetitiveness have negative social cognition scheme.