| Making mistakes is inevitable in people’s daily life.Because of the limited cognitive level of junior high school students,they may have improper cognition and prejudice about making mistakes.Improving students’ cognition and correcting improper behaviors is an entry point for school mental health education.Therefore,paying attention to students’ attitudes towards making mistakes has important practical significance.When people make social classification,they divide individuals into themselves and others,and divide groups into ingroups and outgroups.The evaluation of impressions mainly includes three dimensions:warmth,morality,and competence.The wrong behaviors of different subjects will affect the impression evaluation.There is self-worth protection when making mistakes at the individual level,and it will show ingroup preference when making mistakes at the group level.This article is dedicated to discussing how junior high school students view the wrong behaviors of different subjects,and to study the influence of the wrong behaviors of different subjects of junior high school students on impression evaluation at the individual and group levels,as well as the internal mechanism of attribution tendency.This study includes two experimental studies.The first study adopts a single-factor inter-subject design,it explores the junior high school students’warmth,morality,and competence evaluation of individuals(self,others)making mistakes,and examine the internal mechanism of attribution tendency.Prone internal mechanism.The results show that compared with other people’s mistakes,junior high school students are more inclined to external attribution for their own mistakes,and have a more positive evaluation of their own warmth,morality,and competence.Junior high school students are more inclined to external attribution for making mistakes to themselves than to others,and then to evaluate their own competence more positively.The second study adopts a single factor inter-subject design.Through questionnaires,it explores the evaluation of junior high school students’ warmth,morality,and competence to make mistakes in the group(ingroup,outgroup),and examines the internal mechanism of attribution tendency.The results show that compared with the mistakes made by the outgroup,the junior high school students are more inclined to the outside attribution for the mistakes made by the ingroup,and the warmth,morality,and competence evaluation of the ingroup are more positive.Junior high school students are more inclined to external attribution when they make mistakes in the ingroup than in the outgroup,and then they have a more positive evaluation of the warmth,morality,and competence of the ingroup.Results show that:(1)At the individual level,mistakes of different subjects have an important influence on the impression evaluation of junior high school students,and the influence on the evaluation of competence can be realized through attribution tendency.Compared with other people’s mistakes,junior high school students are more inclined to external attribution for their own mistakes,and are more positive about their warmth,morality,and competence.Junior high school students attribute their mistakes to internal factors,and then evaluate their competence more positively.(2)At the group level,mistakes of different identities have an important influence on the impression evaluation of junior high school students,and this influence can be realized through attribution tendency.Compared with the mistakes made by the outgroup,the junior high school students are more inclined to the outside attribution for the mistakes made by the ingroup,and the warmth,morality,and competence evaluation of the mistakes by the ingroup are more positive.Junior high school students’ warmth,morality,and competence to make mistakes in the ingroup are more positive by attributing them to external factors.Based on the research results of this article,the following educational enlightenment is drawn:the education of mistakes must be targeted and address both the symptoms and root causes;encourage teachers to infiltrate education;create a positive and fault-tolerant school spirit throughout the school. |
