太极拳对普通高校大学生人格特征的影响

Influence of shadowboxing on the personality characteristics of common university students

目的:分析太极拳锻炼对在校大学生人格特征的影响。方法:于2005-03/07选择河北经贸大学、河北师范大学2003-2004级在校大学生143名为观察对象,随机分为观察组(n=93)和对照组(n=50),对照组只进行常规学习,观察组除常规学习外同时进行太极拳学习和训练,每周4次。采用卡特尔16项个性因素问卷测评个体的个性特征,该问卷共187道题,包括16个一级因素和8个次级因素,采用3级评分,分别于学期初和学期末两次发放问卷,采用统一指导语,问卷当场收回。主要对两组学生在学期初及学期末卡特尔16项人格因素问卷一级因素、次级因素得分进行比较,组间比较采用配对t检验。结果:学期初和学期末分别发放问卷143份,全部收回,有效率100%。①卡特尔16项个性因素问卷一级因素的比较:观察组在聪慧性、幻想性、自律性的得分明显高于学期初(P<0.01～0.05),兴奋性、怀疑性、忧虑性得分明显低于学期初(P<0.01～0.05)。对照组乐群性、世故性在学期末测试的得分高于学期初(P<0.05)。②卡特尔16项个性因素问卷次级因素的比较:在学期末,观察组在怯弱与果敢型、创造能力个性因素得分明显高于学期初(P<0.01)。对照组学期末与学期初的比较无显著性差异(P>0.05)。结论:太极拳学习和锻炼可以促进学生的智力发展,增强自律性,降低忧虑性,使兴奋性和怀疑性得到更积极的发展,对培养学生独立意识、创新能力也具有显著功效,因此太极拳运动对促进大学生人格健康发展具有积极影响。

AIM： To analyze the influence of shadowboxing practicing on the personality characteristics of undergraduates. METHODS： Between March and July 2005, 143 students, who were enrolled in 2003-2004 and selected from Hebei University of Economics and Business and Hebei Normal University, were randomly divided into study group （n=93） and control group （n=50）. All the students studied commonly, besides, those in the-study group practiced in the learning and training of shadowboxing for 4 times every week. Their personality c haracteristics were assessed with Cattell 16 personality factors questionnaire （16PF）, which consisted of 187 questions, including 16 first-degree factors and 8 secondary factors, each item adopted the 3-degree scoring, questionnaires were sent out twice at the beginning and the end of the semester respectively and collected on the spot, the instructions were unified by the experienced teacher. The scores of the first-degree factors and secondary factors of 16PF were compared, the paired t test was applied in the intergroup comparison. RESULTS： Totally 143 questionnaires were sent out at the beginning and end of the semester respectively, and all were collected, the valid rate was 100%. ① Comparison of the first-degree factors in 16PF： In the study group, the scores of sagacity, fantasy and self-discipline were significantly higher than those at the beginning of the semester （P〈0.01-0.05）, and the scores of excitability, suspicion and anxiety were obviously lower than those at the beginning of the semester （P〈0.01-0.05）. In the controlgroup, the scores of enjoyment and world at the end of the semester were higher than those at the beginning of the semester （P〈0.05）. ② Comparison of the secondary factors in 16PF： In the study group, the scores of cowardice, courage and creation were significantly higher at the end of the semester than at the beginning of the semester （P〈0.01）. In the control group, there was no significant difference at the end and beginning of the semester （P〉0.05）. CONCLUSION： The learning and training of shadowboxing can promote the development of intelligence, reinforce self-discipline, lower anxiety, develop the excitability and suspicion actively, cultivate the students＇ independency and creation notably, so shadowboxing plays a positive role in promoting healthy development of the personality characteristics in aniversity students.