中小学生人格特征及其相关因素分析

Personality Traits and Correlated Factors in Primary and Middle School Students

目的探讨中小学生人格特点及其影响因素，为促进中小学生人格健康发展提供依据。方法采用艾森克人格问卷（EPQ，儿童版）、家庭环境量表中文版（FES—CV）对湖北省2237名8～15岁中小学生进行调查。结果EPQ量表结果显示，男生P纬度得分为（5，20±2．25）分，高于女生的（4．75±19．7）分；E纬度和L纬度得分分别为（16．12±3．90）和（14．39±3．84）分，均低于女生的（16．44±3，92）分和（15．10±3．80）分，差异均有统计学意义。男女生大年龄组（13和14岁）L纬度得分较低，P和E纬度差异无统计学意义；女生大年龄组（13和14岁）N纬度得分较高。相关分析表明，家庭环境各因子与中小学生人格存在不同程度的相关性。多元回归分析显示，母亲文化、职业，父母的教育态度、教管方式，与教师、同学的关系，学校类型等因素影响中小学生人格发展。结论中小学生人格的发展受家庭和学校的影响最为明显，家长和教师的角色至关重要。

Ohjective To explore the traits of personality in primary and middle school students and the related factors and to provide evidence for promoting the students＇personality health. Methods 2 237 students were investigated with Eysenck Personality Questionnaire （ EPQ,Childrens＇ Version ） and Family Environment Scale （ FES - CV ）. Results It showed that boys were higher in P scores （ 5.20 ± 2.25 ） of EPQ and were significantly lower in E （ 16.12 ± 3.90 ） and L （ 14.39 ± 3.84 ） scores than girls （ 4.75 ± 19.7,16.44 ± 3.92,15.10 ± 3.80, resoectuvekt ）. Elder students had lower L scores than younger students, and there was no difference in P and E scores between them. Elder girls had higher N scores than younger girls. Correlation analysis showed that family environment was correlated with personality in primary and middle school students. Multiple regression analysis showed that maternal education background and oee.pation, parents＇attitudes and methods to education, student-teacher or student- student relationship and school types had influence on personality. Conclusion Family and school environment would influence the formation and development of personality for primary and middle school students, where parents and teachers play important roles.