The psychological distance of objects (e.g., things, places, other people) affects how we think about them. Research suggests that psychological proximity and distance might be also related to positive and negative evaluations, respectively. In this study, we examined whether we can infer how children aged 13–16 years evaluate objects based on their statements regarding the psychological distance between themselves and these objects. Using a mixed-methods design, we verified the relationship between evaluations of objects and whether they are perceived as psychologically close or distant, in a sample of secondary school students. School subjects were predominantly used as evaluation objects. Students used a worksheet that allowed them to visually demonstrate perceived psychological distance between themselves and objects, and then they were asked to explain their choice. Results suggested a strong association between psychological distance and positive or negative evaluation. Thus, the implications of our findings may be relevant for psychodiagnostics.

物体（例如，事物、地点、其他人）的心理距离会影响我们对它们的看法。研究表明，心理接近度和距离也可能分别与正面和负面评价有关。在这项研究中，我们检查了我们是否可以根据 13-16 岁儿童关于他们自己与这些物体之间的心理距离的陈述来推断他们如何评价物体。使用混合方法设计，我们在中学生样本中验证了对物体的评价与它们在心理上是否被认为是亲密或疏远之间的关系。学校科目主要用作评价对象。学生们使用了一张工作表，让他们能够直观地展示自己与物体之间感知到的心理距离，然后他们被要求解释他们的选择。结果表明心理距离与正面或负面评价之间存在很强的关联。因此，我们的研究结果的含义可能与心理诊断相关。