3－12岁儿童个性结构、类型及发展特点的研究

【作者】 张野；

【导师】 杨丽珠；

【作者基本信息】 辽宁师范大学 ， 发展与教育心理学， 2004， 博士

【摘要】 近年来，儿童个性结构研究一直受到各国研究者的极大关注。在成人个性结构研究领域相对成熟的今天，儿童个性结构研究仍显得比较薄弱。尽管西方研究者针对西方儿童的个性结构进行了一定程度的探讨，但是，由于人的个性受文化影响较大，要准确的反映中国儿童的个性结构，简单照搬或移植西方的个性理论显然是不合适的，加之西方的儿童个性结构研究也由于种种原因难以达到认识上的统一。因此，要系统研究中国儿童的个性结构，建立中国儿童个性结构模型，并在此基础上建立有效的个性测量工具，就必须植根于中国文化背景，进行完全中国化的研究。本研究将在这方面进行尝试。 目前，国内对于儿童个性类型的基础性研究几乎是空白的，以往进行的几个类型研究均是直接采用修订后的西方成型量表或者人为地从理论层面将个性划分几个类型后进行的应用性研究。本研究在儿童个性结构研究的基础上，试图对儿童的个性类型进行有效划分。 此外，本研究还将对儿童个性发展的一般特点进行探讨。 本研究主要致力于3—12岁儿童个性结构、类型及发展特点研究。研究将3—12岁儿童根据生活环境与主导活动的差异分为幼儿阶段与小学阶段，分别对3—6岁儿童与7—12岁儿童的个性结构、类型及发展特点进行探讨，主要分为以下8个子研究： 研究一与研究二：以自然语言的方式在全国范围内对幼儿园教师和小学教师进行大范围开放式问卷，采用质的研究方法对回收问卷进行编码、汇总与归类，尽可能全面、直观的描述幼儿和小学生的个性特征和行为表现，寻找其主要个性特质，为实证研究提供理论依据。 研究三与研究四：根据开放式问卷提供的主要个性特质，结合开放式问卷提供的特质描述语句，并参考国内外相关领域的理论研究，编制幼儿个性发展教师评定初始问卷与小学生个性发展教师评定初始问卷，经专家评定、项目分析、探索性因素分析(EFA)与验证性因素分析(CFA)后初步构建幼儿与小学生的个性测评结构，建立幼儿个性发展教师评定问卷和小学生个性发展教师评定问卷，并检验问卷的信度和效度。 研究五与研究六:在幼儿与小学生个性测评结构研究基础上，采用聚类分析的方法对幼儿和小学生的个性类型进行划分。 研究七与研究八:通过对验证性因素分析后确立的儿童个性问卷的统计分析，探讨幼儿与小学生个性发展的一般特点。 研究主要得出以下结论: 1.通过质的研究，归纳出幼儿个性包括聪慧性等26个方面的个性特征(码号)，归属于自我意识、智能特征、意志特征、情绪性、亲社会性、活动性6个类属。小学的个性包括聪慧性等24个方面的个性特征(码号)，也归属于上述6个类属。 2.研究表明，教师评价的幼儿个性测评结构由智能特征、认真自控、情绪性、亲社会性4个维度n个特质构成。其中，智能特征包括聪慧性、独立进取两个特质;认真自控包括认真尽责、攻击反抗、坚持自制三个特质;情绪性包括开朗活泼、敏感焦虑、急躁执拗三个特质;亲社会性包括羞愧内疚、同情利他、合群性三个特质。教师评价的小学生个性测评结构包括认真自控、智能特征、情绪性、亲社会性4个维度n个特质。其中认真自控包括认真有恒、自制稳重、攻击反抗三个特质;智能特征包括聪慧性、协调能力、自我表现和交际能力四个特质;情绪性包括开朗活泼、敏感焦虑两个特质;亲社会性包括同情利他、合作尽责两个特质。研究同时初步建立幼儿个性发展教师评定问卷和小学生个性发展教师评定问卷，问卷具有较好的信度和效度。 3.聚类分析的结果表明，幼儿与小学生的个性类型均可以划分为认可型、矛盾型、拒绝型、中间型4类。其中，认可型属积极的个性类型，而矛盾型与拒绝型为消极的个性类型。从性别分布上看，无论是幼儿还是小学生，认可型女孩的人数比重明显高于男孩，而拒绝型男孩的人数比重明显高于女孩。此外，对于矛盾型儿童来说，无论幼儿还是小学生，女孩的人数比重均较明显的高于男孩。 4.研究表明，在幼儿阶段，智能特征等四个个性维度在小、中、大班三个年龄段均具有显著的年级差异。进一步多重检验表明，从小班到中班阶段，幼儿个J胜发展比较平稳，而中班到大班阶段是幼儿个性发展的主要时期。在小学阶段，小学生个性维度的发展与幼儿相比渐趋稳定。其中，智能特征与情绪性两个个性维度具有年级间的显著差异。关于个性的性别差异，研究表明，对于幼儿和小学生来说，女孩在认真自控、亲社会性维度上的分数均显著高于男孩。幼儿阶段的女孩不良情绪的表现显著多于男孩，小学阶段男女儿童在该维度上没有差异。在智能特征上，无论幼儿还是小学生均不存在显著的性别差异。更多还原

【Abstract】 In resent years, the study on personality structure of children was extremely noticed by researchers of western countries. Though the study of adults’ personality structure was relatively mature, that of children’s personality structure was still weak. Although some studies of which were published, on account of the difference in the culture, the studies on Chinese children personality structure should not be same as those of the western countries. Furthermore, for all kinds of reasons, the consequences of western studies were different in some aspects. So, the research on Chinese children personality structure and the development of personality instrument must be carried on the base of entire Chinese culture. This study was going to try in this way.In China, except for several applied studies by using directly western instruments or dividing types according to theories, the basic research on the personality types of children was blank. The study was also going to try in this field.Furthermore, the general characteristics of personality development were studied in the research.Children were divided into preschool children aged 3-6 and pupils aged 7-12 according to the differences of environments and dominant activities. The personality structures, personality types, and developmental characteristics were explored. Concretely, eight researches were carried as follows:Study 1 and 2: By means of Natural Language, open-ended survey was made in large range of China. The questionnaires were coded, gathered, and classified by using the method of qualitative research. And then, the concrete personality behaviors, the personality characteristics of young children and pupils were described fully and intuitionally. And so, personality traits were found out. The two studies provided foundation for the subsequently qualitative researches.Study 3 and 4: According to the consequence of the open questionnaires, Chinese and western personality theories, a questionnaire of personality of Chinese preschool children and a questionnaire of personality of Chinese pupils were made distinguished in the two studies. By item analysis, explorative factor analysis andconfirmative factor analysis, the Chinese preschool children’s personality structure of teachers’ rating and the Chinese pupils’ personality structure of teachers’ rating were established, which both included the same four dimensions and the approximately identical eleven traits. And then, the personality scale of children aged 3-6 and the one aged 7-12 were developedStudy 5 and 6: On the base of studies on the personality structures of preschool children and pupils, the personality types of which were acquired distinguishedly by using Cluster Analysis.Study 7 and 8: The personality developmental characteristics of preschool children and pupils were explored by data analysis.The conclusions were arrived at as follows:1 .After two qualitative researches, about preschool children personality, 26 traits, such as intellect, were acquired, which belonged to six categorizations: Self-consciousness, Intellect, Willpower, Positive emotionality/ Emotional Stability, Prosocial Behavior, and activity. 24 traits were attained from personality of pupils, and which belonged to the same six categorizations.2.This study suggested, the Chinese preschool children’s personality structure based on teachers’ rating included four dimensions, namely Intellect, Conscientiousness/Self-control, Positive emotionality/Emotional Stability, and Prosocial Behavior, and eleven traits. Intellect was composed of two traits: Intellective, and Independent/enterprising. Conscientiousness/Self-control encompassed three traits: Conscientiousness, Aggressive/Resistant, Perseverant/ continent. Positive emotionality/Emotional Stability consisted of three traits: Optimistic/active, Sensitive/Anxious, and Impatient/Stubborn. And the fourth dimension, Prosocial Behavior, included also three traits: Ashamed/Guilt-ridden, Sympathetic/Altruistic, and Gregarious. On the other hand, the Chinese pupils’ person更多还原