An Experimental Research On The Difference Of Circumstance Factors Of Junior School Students’ Self-enhancement

Self had long been taken as a hot research topic by psychologists. They always pursued the way to understanding of people more accurate and better. Recent studies showed that most of the time people did not necessarily pursue the accurate self-knowledge, but the pursuit of information about themselves in our favor, even if this information was not entirely true. Self-enhancement was such a wrong understanding of self. Individual who was in self-enhancement will inflate their part in the successful task, but diminish their responsibility in the fail task. Previous studies showed that many factors will disturb self-enhancement, such as the characteristic traits assessed, the mental health, self-esteem, cultural of subjects and situational factor. The junior high students may affected by situational factors due to the characteristics of their age and mental development. Objective:To explore the characteristics of junior high school students self-enhancement in different contexts; Methods:2(public situation, non-public context) X2(friends, strangers) X2(positive feedback, negative feedback) between-subjects design was used in this experiment. Took the closeness, openness and feedback manner as independent variables,96junior high school students were tested on the responsibility attributed of the task. Results:It was found that the main effect of closeness, openness were not remarkable. Contrary to our hypothesis, the junior high school students attributed the responsibility of the success on test more to their partner while the failure on test to themselves; Conclusion:Junior high school students in interpersonal contexts did not performance explicit self-enhancement.