摘要
目的 分析高等师范院校专科生的人格发展状况。方法 采用卡特尔 16因素人格量表 ,对 16 2 0名师专生进行调查。结果 常态检验P =0 0 5 ,χ2 =16 9。 16种主要人格因素只有L因素呈常态分布 (16 13<16 9,P >0 0 5 ) ,其余均为偏态分布。 16种主要人格因素高分与低分所占人数的百分比比较 ,A、L因素的差异有显著性意义(P <0 0 5 ) ,B、M因素的差异有非常显著性意义 (P <0 0 1)。男女生标准分的均分比较 ,G、M、Q4因素差异有显著性意义 (P <0 0 5 ) ,E、F、H、N因素差异有非常显著性意义 (P <0 0 1)。知识家庭与非知识家庭的学生标准分的均分比较 ,A、H、Q3 因素差异有显著性意义 (P <0 0 5 ) ,F、O、Q4因素差异有非常显著性意义 (P <0 0 1)。结论 高等师范院校专科生的人格发展比较正常。男女生、知识家庭与非知识家庭的大学生在人格发展上有差异 。
Objective To study the personality state of the teacher college students.Methods 1620 teacher college students were tested by Catell 16 PF Scale.Results The result of normal test was P=0 05,χ 2=16 9.In 16 main personality factors,only L factor was of normal distribution,while the others were of partial distribution.By comparison of the percentages of student numbers with high scores and low scores of the factors,A,L factors had remarkable difference(P<0 05),and B,M factors had very prominent difference(P<0 01).By comparison of the mean scores of the normal scores of male students and female ones,G,M,Q 4 factors had remarkable difference(P<0 05),and E,F,H,N factors had very prominent difference(P<0 01).By comparison of the mean scores of the normal scores of students of knowledge families and non_knowledge families,A,H,Q 3 factors had remarkable difference(P<0 05),and F,O,Q 4 factors had very prominent difference(P<0 01).Conclusion The personality state of teacher college students is comparatively good,but there are differences between male students and female ones and between students of knowledge families and those of non_knowledge families.
出处
《中国全科医学》
CAS
CSCD
2003年第4期309-310,共2页
Chinese General Practice
关键词
师范院校
专科生
人格因素
心理素质
Teacher college students Personality factor Mental quality
