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College Students' Implicit self-esteem, explicit self-esteem and coping styles

Author: PanLing
Tutor: GeCao
School: Zhengzhou University
Course: Marxist Theory and Ideological and Political Education
Keywords: Self-respect Implicit self-esteem Explicit self-esteem IAT Implicit Association Test Coping styles
CLC: B844.2
Type: Master's thesis
Year: 2007
Downloads: 645
Quote: 3
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Abstract


Self-esteem refers to individuals based on self-assessment and the formation of a self-respect, self-love, self-respect, and asked by others, the emotional experience of collective and social respect. Implicit self-esteem is the performance evaluation and self or self-independent object a positive attitude, individual self unconscious. Self-esteem issues in the field of psychology has long been concerned about, mainly due to the self-esteem that touches the personal subjective experience of the living conditions of the core, all aspects of self-esteem and life experience and psychological structure there is close contact. The University stage is physiological, psychological development and to meet the critical period of social, positive coping style is an important way to ease the pressure. Coping style and self-esteem is closely related to a large number of studies have shown that high self-esteem people have more positive emotions, greater life satisfaction, less anxiety, less depression, a sense of. Implicit self-esteem within the study based on the existing research results and to further explore the implicit self-esteem differences implicit relationship between self-esteem and explicit self-esteem, as well as implicit self-esteem, explicit self-esteem and coping styles. Better predict coping style as a personality variable implicit and explicit self-esteem. The Zhengzhou University undergraduate students of the third grade, were selected liberal arts and sciences majors study, 105 randomly selected students. Using the test method and the experimental combination of research methods. The statistical analysis of the data using the SPSS 11.0 statistical software, data descriptive analysis, correlation analysis and the difference test. Draw the following conclusions: (1) the implicit self-esteem effect is universal, although there are individual differences. But compared to the explicit self-esteem, implicit self-esteem showed more positive tendencies of its own evaluation. (2) implicit self-esteem did not show significant gender and disciplinary differences; explicit gender differences in self-esteem does not exist, but there is a certain degree of disciplinary differences, was significantly lower than in the arts of self-esteem level of science and engineering students. The Implicit (3) self-esteem low correlation or zero correlation between self-esteem, and explicit support for the self-esteem of a double separation theory. Exist between the two explicit self-esteem scale significantly correlated two Self-Esteem Scale reveals the structure is the same self-esteem. (4) college students generally choose positive ways of coping more people. The face of stressful events, there is no gender difference in coping style choice. Liberal arts students than science students are more likely to choose to help this coping style. (5) high explicit self-esteem of college students tend to choose the way of solving problems and actively respond to requests for assistance, low explicit self-esteem of college students tend to choose self-blame, fantasy, retreat, negative coping style. And there is a certain correlation between the six factors of implicit self-esteem and coping style, but did not reach a statistically significant level.

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