本文關(guān)鍵詞： 初中生 人格結(jié)構(gòu) 人格發(fā)展特點(diǎn)　出處：《遼寧師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來,各國研究者都致力于研究不同文化下的人格結(jié)構(gòu),與成人人格結(jié)構(gòu)的研究相比,初中生人格結(jié)構(gòu)的研究相對(duì)較少。本研究在中國文化背景下,從初中生樣本著手進(jìn)行開放式問卷、觀察訪談,通過對(duì)質(zhì)化材料的綜合分析,建立初中生人格結(jié)構(gòu)的理論模型,根據(jù)模型來編制有效的人格測(cè)量工具,進(jìn)一步系統(tǒng)研究中國初中生的人格結(jié)構(gòu),探討初中生人格發(fā)展的特點(diǎn)。 研究一：通過自由描述(包括自我描述、同伴描述、教師描述、家長描述)和成人詞表挑選兩種途徑搜集適合描述初中生人格的形容詞,運(yùn)用質(zhì)化研究方法探索初中生的人格描述性結(jié)構(gòu)。結(jié)果表明,初中生人格描述性結(jié)構(gòu)由5個(gè)維度、17個(gè)特質(zhì)和53個(gè)具體特質(zhì)所組成。質(zhì)化研究為初中生人格的實(shí)證研究提供了理論結(jié)構(gòu)。 研究二：根據(jù)質(zhì)化研究提供的初中生人格描述性結(jié)構(gòu),結(jié)合開放式問卷和訪談,編制初中生人格初始問卷,經(jīng)專家評(píng)定、項(xiàng)目分析、探索性和驗(yàn)證性因素分析,確立了由親社會(huì)性、智能特征、認(rèn)真自控、外傾性、情緒穩(wěn)定性5個(gè)維度及其下屬的17個(gè)特質(zhì)所構(gòu)成的初中生人格結(jié)構(gòu)層次模型。形成了初中生人格問卷,并驗(yàn)證了該問卷的信度和效度。 研究三：通過對(duì)使用初中生人格問卷收集的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,探討初中生人格發(fā)展的一般特點(diǎn)。發(fā)現(xiàn)初中生人格在認(rèn)真自控和情緒穩(wěn)定性上,有顯著的年級(jí)差異。其余3個(gè)維度沒有顯著年級(jí)差異。初中生在5個(gè)維度上總體發(fā)展趨勢(shì)比較平穩(wěn),但是初二是一個(gè)轉(zhuǎn)折期,初一到初二5個(gè)維度的分?jǐn)?shù)都有一定地下降,而初二到初三又有一定緩慢上升。女生在親社會(huì)性、認(rèn)真自控和情緒穩(wěn)定性上分?jǐn)?shù)顯著高于男生。在智能特征和外傾性維度上沒有性別差異。年級(jí)和性別對(duì)初中生人格發(fā)展的交互作用不顯著。
[Abstract]:In recent years, researchers all over the world have devoted themselves to the study of personality structure in different cultures. Compared with the study of adult personality structure, the study of junior high school students' personality structure is relatively few. Starting from the sample of junior high school students, this paper carries out an open questionnaire, observes and interviews, establishes a theoretical model of personality structure of junior high school students by comprehensive analysis of qualitative materials, and compiles an effective personality measurement tool according to the model. Further study the personality structure of Chinese junior high school students and explore the characteristics of junior high school students' personality development. Study 1: collecting adjectives suitable for describing junior high school students' personality through free description (including self-description, peer description, teacher description, parent description) and adult vocabulary selection. The qualitative research method is used to explore the descriptive personality structure of junior high school students. The descriptive structure of junior high school students' personality is composed of 5 dimensions, 17 traits and 53 specific traits. The qualitative study provides a theoretical structure for the empirical study of junior high school students' personality. Research 2: according to the descriptive structure of junior high school students provided by qualitative research, combined with open questionnaire and interview, the author compiled the initial personality questionnaire of junior high school students, which was evaluated by experts, item analysis, exploratory factor analysis and confirmatory factor analysis. A hierarchical model of junior high school students' personality structure is established, which is composed of five dimensions of pro-sociality, intelligence, conscientiously self-control, extroversion, emotional stability and 17 traits of junior high school students, and forms a personality questionnaire for junior high school students. The reliability and validity of the questionnaire were verified. Research 3: through the statistical analysis of the data collected by using the junior high school students personality questionnaire, the general characteristics of junior high school students' personality development are discussed. It is found that junior high school students' personality is in earnest self-control and emotional stability. There is a significant grade difference. There is no significant grade difference in the other three dimensions. The overall development trend of junior high school students in the five dimensions is relatively stable, but the second grade is a turning point, and the scores of the first to second dimensions all have a certain decline. And in the second and third grade, there is a slow rise. Girls are pro-social. The scores of conscientious self-control and emotional stability were significantly higher than that of boys. There was no gender difference in the dimensions of intelligence and extroversion. The interaction between grade and gender on junior high school students' personality development was not significant.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 湯偉;初中生的教師認(rèn)可知覺和人格特質(zhì)對(duì)成就目標(biāo)的影響[D];遼寧師范大學(xué);2012年

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本文編號(hào)：1514748