CAJ | 학술논문

通过与陌生权威访谈的实验情境，检验了隐匿学习成绩信息对学习不良少年自我概念的影响。研究中分别将学习不良少年与非学习不良少年（N=151）分配到可以隐匿学习成绩和不能隐匿成绩的访谈情境中，访谈结束后，被试填写状态自尊问卷并完成Stroop任务。结果表明，隐匿学习成绩的学习不良少年的状态自尊（包括社会自尊和行为自尊）更加积极；在高认知负荷的条件下，隐匿学习成绩的学习不良少年的消极自我表征被激活。文章最后对以上数据结果进行了讨论和解释。
통과여맥생권위방담적실험정경，검험료은닉학습성적신식대학습불량소년자아개념적영향。연구중분별장학습불량소년여비학습불량소년（N=151）분배도가이은닉학습성적화불능은닉성적적방담정경중，방담결속후，피시전사상태자존문권병완성Stroop임무。결과표명，은닉학습성적적학습불량소년적상태자존（포괄사회자존화행위자존）경가적겁；재고인지부하적조건하，은닉학습성적적학습불량소년적소겁자아표정피격활。문장최후대이상수거결과진행료토론화해석。
With an experimental design, the effect of concealing academic achievement information on .the self-concept of adolescents with learning disabilities was examined in the present study. Specifically, adolescents with learning disabilities and adolescents with average to high academic achievement （ total N = 151 ） were randomly assigned to different interview contexts in which academic achievement information could or could not be concealed. The results showed that participartts with learning disabilities in the concealing academic achievement inforhaation condition had a higher level of state self-esteem. Their negative self-representation was also activated when they were under high cognitive load. Concealing academic achievement information could cause a short-term change of self-concept for adolescents with learning disabilities.