中国科学院心理研究所机构知识库

Through the experiment situation of individual interview with unfamiliar authorities wee examined the characteristics of the self-monitoring of adolescents with learning disabilities （LD） the characteristics of academic achievement information. The results showed that LD adolescents had more self-monltoring when the academic achievements could be concealed. Moreover, the two subscales of state self-monitoring were affected by the interview sdifferently. With respect to outward focusing, the score of LD adolescents was higher than that of NLD adolescents, that is, no matter whether the academic achievement could be concealed or not, LD adolescents were more likely to pay attention to the situation and tailor the self-representing behaviors. On the other hand, as for inward focusing, LD adolescents who concealed the academic achievement were more likely to suppress their real feelings and take the inner conditions as cues to amend their self-expressive behaviors.