中文摘要：

采用结果相互依赖型任务，通过两项实验考查了人际与非人际比较情境下青少年的外显与内隐自我提升的特点及其发展。结果显示，在非人际比较情境中，以自利归因、选择性接受与反驳为代表的外显自我提升在青少年早期达到发展顶峰；在人际比较情境中，青少年不会做出自利归因，他们对自贬归因者的评价更高也更希望与之交往；以生日数字偏好为代表的内隐自我提升在青少年早中晚期不存在年龄差异。由此推测，自我提升表现可能具有人际性和隐蔽性特点。

英文摘要：

The past two decades have seen a considerable research progress on self-enhancement which represents a preeminent self-motive defined as the tendency to hold overly positive self-evaluations. Despite this research, little is known about the potential cultural impact on self-enhancement. More specifically, questions have been raised （Zuo ＆ Zhang, 2006） and yet to be answered on whether cross-cultural differences in self-construal （independent vs. inter-dependent or interpersonal） affect self-enhancement. Related to this cross-cultural question are the developmental characteristics of self-enhancement that also require further investigations. The purpose of this study was to examine the relationship between interpersonal relations and self-enhancement among Chinese adolescents. We hypothesized that self-enhancement manifest itself differently depending on the Chinese interpersonal contexts. We tested this hypothesis in two experiments. In Experiment 1, we examined self-serving attribution as an explicit self-enhancement strategy under interpersonal comparison condition. In Experiment 2, we examined both explicit （self-serving attribution ＆ selective acceptance and refutation） and implicit self-enhancement strategies （e.g., a measure of birthday preference） under interpersonal comparison versus non-interpersonal comparison conditions. One hundred and 67 students （81 males and 86 females, Mage = 21.51 years） participated in Experiment 1.We used two between-subject designs. One is a 2 （feedback type： success, failure） × 2 （relationship type： friends, strangers） × 2 （research situation： public, private） between-subject design, with attribution of responsibility for the task outcome being the primary dependent variable. The other is a 2 （attribution type： self-serving, self-effacing） ×2 （feedback type： success, failure） × 2 （relationship type： friends, strangers） design, with evaluation of attribution and intention to communicate being the dependent varia