自从W.James1890年对自尊进行开创性的研究以来，期间经历了一百多年的历史，自尊作为人格的一个重要方面，是自我的核心，与个体的心理健康 、生活幸福感等密切相关，一直受到人格心理学、自我心理学、临床心理学研究的重视并积累了大量有意义的研究资料。随着内隐社会认知领域的不断发展，A.G.Greenwald等人1995年又开创性的提出内隐自尊概念，使人们对自尊的理解和研究又上了一个新的高度，由传统的意识层面开始深入到无意识层面。近几年来随着测量方法的不断提出和完善，内隐自尊正成为自尊研究中的前言和热点之一。本研究正是在这种背景下进行的。本研究以西安市某中学高中生为研究对象，运用内隐联想测验（IAT）、Rosenberg自尊量表、父母教养方式评价量表（EMBU），对内隐自尊效应、内隐自尊的发展特点、内隐自尊与外显自尊的关系、内隐自尊和外显自尊与父母教养方式的关系等问题进行了研究，获得的结论主要有：1.高中生的内隐自尊效应普遍存在且效应显著，其特性是个体倾向于将自我与积极的属性或事物相联；将他人与消极的属性或事物相联。即内隐自尊效应是积极肯定的。2.高中生的内隐自尊没有表现出显著的性别及是否为独生子女的差异。在年级方面，不存在显著的年级差异，但却表现出随年级的提高，内隐自尊水平逐渐提高的趋势。3.高中生的内隐自尊与外显自尊之间存在低的相关，支持了自尊的双重分离理论，即内隐自尊与外显自尊是分离的结构，二者相对独立。此外，根据外显自尊的高低将被试分为高/低外显自尊组，考察两组的内隐自尊水平，结果两组外显自尊水平差异显著，内隐自尊水平差异不显著，从另一角度验证了自尊的双重分离理论。4. 父母教养方式与高中生的外显自尊有密切关系即父母的情感温暖理解与外显自尊呈显著的正相关，母亲的拒绝否认、惩罚严厉与外显自尊呈显著的负相关。父母教养方式与内隐自尊不相关。 5. 父母教养方式会影响到高中生内隐自尊和外显自尊的一致性。其中父母的情感温暖理解与内隐自尊和外显自尊的分离呈显著的负相关；母亲的拒绝否认、惩罚严厉与内隐自尊和外显自尊的分离呈显著的正相关。具体说，高内隐/高外显与父母的情感温暖理解有关，高内隐/低外显与父母的惩罚严厉、母亲的拒绝否认有关，低内隐/高外显父亲的情感温暖理解、父母的惩罚严厉有关，低内隐/低外显与父亲的过分干涉、过度保护、拒绝否认有关。这提示：积极的教养方式有助于提升个体的内隐、外显自尊水平，消极的教养方式是造成内隐自尊与外显自尊不一致的影响因素。

Ever since W. James' first investigation on self-esteem in 1890, the research on self-esteem has gone through a history of more than one hundred years. And as a crucial component of personality, which closely related to individual's mental heath and well being, self-esteem has gain great attention from a variety of research areas, including personality psychology, self psychology and clinical psychology, thus meaningful results have been accumulated in the field of self-esteem. Inspired by the advances in the field of implicit social cognition, A.G.Greenwald and his colleges put forward the novel concept of implicit self esteem in 1995, which deepens the research and understanding of self-esteem by tapping the subconscious level of mind instead of staying in the traditional conscious level. In recent years with the proposing and refining of new measuring method, the research of implicit self-esteem has become the frontier and hotspot in the field of self-esteem. This research is conducted under the context mentioned above.Using Implicit Association Test(IAT), Rosenberg Self-Esteem Scale, and the Egna Minnen av Barndoms Uppfostran-own memories of parental rearing practices in childhood (EMBU), this study evaluate high school students' implicit self-esteem, explicit self-esteem, parenting styles and the relationship among them. The main conclusions obtained are as follows:1. High school students' implicit self-esteem exists popularly. Subjects tend to associate themselves with positive attributes or things; while associate others with negative attributes or things, and difference are significant.2. There is no significant difference of implicit self-esteem between sexes. And there is no significant difference of implicit self-esteem between singletons and non-singletons. As for the effect of grades, the implicit self-esteem is increasing by grades.3. There is only a weak relationship between high school students' implicit self-esteem and explicit self-esteem, supporting the self-esteem's dual separation theory, according to which implicit self-esteem and explicit self-esteem are relatively independent structures. Also, this study separates the subjects into high self-esteem group and low self-esteem group, based on their explicit self-esteem. However, the difference of implicit self-esteem between the two groups is not significant, which supports the dual separation theory from another aspect.4. Parenting style is closely related to high school students' explicit self-esteem. Parental warmth and understanding is positively related to high school students' explicit self-esteem, while mothers' refusal and deny, severe punishment is negatively related to high school students' explicit self-esteem. There is no relationship between parenting styles and high school students' implicit self-esteem.5. Parenting styles also have effects on the consistency of high school students' implicit self-esteem and their explicit self-esteem. Parental warmth and understanding is negatively related to the separation of implicit self-esteem and explicit self-esteem, while mother's refusal and denies, severe punishment is positively related to the separation of implicit self-esteem and explicit self-esteem. To be specific, high implicit/explicit self-esteem is related to parental warmth and understanding; high implicit/low explicit self-esteem is related to parental severe punishment, mother's refusal and deny; low implicit/high explicit self esteem is related to father's warmth and understanding, parental severe punishment; and low implicit/ low explicit self-esteem is related to father's excessive interference, over-protection, refusal and deny. The results indicate that positive parenting styles enhance individual's implicit self-esteem and explicit self-esteem, while negative parenting styles contribute to the separation of implicit self-esteem and explicit self-esteem.