初中生自我觉知水平对自我控制的影响
The Effect of Self-Awareness Level on Self-Control of Junior Middle School Students

研究选取福州市某中学初中生为被试，共包括两个实验。实验一探究初中生在不同自我觉知状态下自控表现不同的原因，探究对任务难度的感知程度是否是其影响因素。以被试在划“e”任务中的自评得分为因变量，结果发现，自我觉知启动水平下被试对难度和努力程度的自评得分显著小于未启动水平。实验二在实验一的自控任务的基础上又增加一个自控任务，探究自我觉知启动的状态能否持续到任务二上，以被试在心算任务中的冲动性自评得分和答题总数以及正确答题数为因变量，结果发现，在任务二当中，启动自我觉知水平下被试的冲动性指标主观评分更低。即在初中生群体当中，对任务难度的感知的不同是自控表现不同的可能原因之一；自我觉知的启动状态，可以持续到自控任务二当中。
Two experiments were conducted in a middle school in Fuzhou. In Experiment 1, a single-factor design was used to explore the possible factors of junior middle school students’ different self- control performance under different self-awareness states, mainly the influence of the internal psychological mechanism of the different degree of difficulty perception, the self-rating score of the subjects in the “e” task was taken as the dependent variable, the results showed that the self- rating of difficulty and effort was significantly lower at the self-awareness priming level than at the non-priming level. In Experiment 2, a self-control task was added on the basis of the self- control task in Experiment 1 to explore whether the state of self-awareness activation could last to Task 2. Taking the impulsive self-assessment score, the number of answers and the number of correct answers as dependent variables, the subjective score of impulsivity index was lower under the level of priming self-awareness. The conclusions of this study are as follows: 1) In junior middle school students, one of the internal psychological mechanisms of self-control in different levels of self-awareness is different perception of task difficulty; 2) Among junior middle school students, the starting state of self-awareness can last to Task 2.