文章摘要
郑 鹏,,陈图农.独生与非独生子女大学生的人格特质差异研究[J].南京医科大学学报(社会科学版),2020,(3):246~250
独生与非独生子女大学生的人格特质差异研究
Study of different personality traits between only child and non⁃only child college students
投稿时间:2019-11-12  
DOI:10.7655/NYDXBSS20200309
中文关键词: 人格特质  人格特质维度  独生子女  非独生子女
英文关键词: personality trait  personality trait dimension  only child  non⁃only child
基金项目:国家自然科学基金“基于城市热岛对情绪健康影响评估的绿地系统调控模式研究”(31971717)
作者单位
郑 鹏, 南京医科大学附属脑科医院医学心理科 江苏 南京 210029 
陈图农 南京医科大学附属脑科医院医学心理科 江苏 南京 210029 
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中文摘要:
      为了探讨大学生中独生子女与非独生子女的人格特质与相关人格特质维度是否存在差异,选取江苏省3所高校的大二学生,采用美国《精神障碍诊断与统计手册》第五版(diagnostic and statistical manual of mental disorders, 5th edition,DSM?5)中的人格问卷(preliminary application of DSM?5 personality questionnaire,PID?5)及一般资料调查表进行调查。研究发现,独生子女与非独生子女在负性情感、分离、对抗、脱抑制和精神质这5个人格维度的差异无统计学意义(t=-0.374~0.140,P>0.05);在避免亲密人格特质方面,独生子女与非独生子女差异有统计学意义(t=-0.736,P<0.05),在其他24个人格特质方面,差异均无统计学意义(t=-2.525~1.095,P>0.05)。独生子女与非独生子在避免亲密这一人格特质上存在差异,提示了高校心理教育应重视学生的人际交往,给予学生更多的鼓励与支持。
英文摘要:
      The purpose of our study is to investigate whether there is a difference in the personality traits and related personality traits between the only child and non?only child college students. The sophomores from three universities in Jiangsu Province were selected and investigation was conducted using PID?5 and general data sheets. The research found that there were no statistically significant differences between the only children and non?only children in the five personality dimensions of negative emotions, separation, confrontation, disinhibition, and psychosis (t=-0.374~0.140,P>0.05). In terms of intimate personality traits, the difference between the only child and non?only child is statistically significant (t=-0.736,P<0.05). In 24 other items of personality traits, the difference between the only child and non?only child were not statistically significant (t=-2.525~1.095,P>0.05). The conclusion is that there was a difference in the personality trait of avoiding intimacy between the only child and the non?only child. This study suggested that we should pay more attention to students’ interpersonal communication and give students more encouragement and support in university psychological education.
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