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| The effect of temporal comparison on cognition and experiences of self among primary and secondary school students |
| ZHANG Feng1, WANG Yuyang1, FU Lijuan2 |
1 Faculty of Education, Henan University, Kaifeng 475004;
2 Kaifeng Hanlinyuan Primary School, Kaifeng 475004 |
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Abstract To explore the effect of temporal comparison on self-cognition and experiences, a between-subjects experimental design of 3 （type： no comparison; temporal comparison; social comparison） × 3 （directions： no comparison; upward comparison; downward comparison） was adopted, and the primary and middle school students were selected in the study. The results indicated that： （1） Compared with social comparison, both past and future temporal comparisons made students experience more pride and less shame. Past temporal comparison was more effective in promoting the generation of positive emotions, while future temporal comparison was more effective in alleviating negative emotions; （2） The impact of past temporal comparison on self-cognition and emotional experiences was consistent across different school stages, and the effect of future temporal comparison was more obvious at the secondary school stage; （3） Compared with primary school students, secondary school students （especially girls） paid more attention to temporal comparison information. Therefore, temporal comparison can not only significantly promote the positive self-cognition and emotional experiences of primary and middle school students, but also has a significant advantageous effect compared with social comparison.
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