本文選題：高職學(xué)生 + 16PF�。� 參考：《山西醫(yī)科大學(xué)》2011年碩士論文

【摘要】：目的隨著高職教育的快速發(fā)展,高職院校的規(guī)模和在校人數(shù)日益增加。然而,與大學(xué)生相比,高職生這一特殊群體的心理健康狀況卻沒有引起足夠的重視,研究較少。本研究旨在厘清當(dāng)代高職生人格現(xiàn)狀特征,并分析性別、單親、獨(dú)生子女、城鄉(xiāng)、貧困等因素對(duì)人格因子的影響,為探索和創(chuàng)新高職生人格培養(yǎng)路徑,構(gòu)建全方位、多渠道的人格培養(yǎng)機(jī)制提供科學(xué)依據(jù)。 方法①采用16PF量表對(duì)某職業(yè)技術(shù)學(xué)院一年級(jí)學(xué)生進(jìn)行人格測(cè)查,將各項(xiàng)人格因子評(píng)分與全國(guó)大學(xué)生常模對(duì)比分析。②在高職生中按男女、單親與否、獨(dú)身子女與否、城鄉(xiāng)和貧困與否分別分組,進(jìn)行人格因子間的比較。 結(jié)果本次測(cè)試發(fā)出問卷952份,回收有效問卷914份,有效率為96.01%。①高職生16PF標(biāo)準(zhǔn)分的總體均值都處于正常范圍(3Z8),與全國(guó)大學(xué)生常模相比較,樂群性(t=8.085P0.01)、敏感性(t=11.948 P0.01)、憂慮性(t=19.514 P0.01)、緊張性(t=11.470 P0.01)4個(gè)因素得分較高；聰慧性(t=-19.279 P0.01)、穩(wěn)定性(t=-15.924 P0.01)、持強(qiáng)性(t=-47.994P0.01)、有恒性(t=-12.877 P0.01)、懷疑性(t=-15.069 P0.01)、幻想性(t=-9.161 P0.01)、世故性(t=-16.140 P0.01)、實(shí)驗(yàn)性(t=-28.202 P0.01)、獨(dú)立性(t=-21.023 P0.01)、自律性(t=-11.337 P0.01)10個(gè)因素得分較低：興奮性和敢為性2個(gè)因素得分與全國(guó)常模無顯著差異。②高職男生與高職女生比較顯示：高職男生在樂群性(t=9.130 P0.01)、聰慧性(t=4.760 P0.01)、穩(wěn)定性(t=3.482 P0.01)、持強(qiáng)性(t=6.473 P0.01)4個(gè)因素得分較高；高職女生在敏感性(t=-6.087 P0.01)、懷疑性(t=-2.416 P0.01)、幻想性(t=-2.046 P0.05)憂慮性(t=-4.033 P0.01)4個(gè)因素得分較高,在其余各因子上的差異無統(tǒng)計(jì)學(xué)意義。8項(xiàng)次級(jí)因素比較：高職男生在感情用事與安詳機(jī)警型(t=8.381 P0.01)、怯懦與果斷型(t=2.874 P0.01)得分高于女生,在適應(yīng)與焦慮型(t=-2.314 P0.05)得分低于女生,而其他方面比較無統(tǒng)計(jì)學(xué)意義。③單親與非單親高職生的比較顯示單親高職生在敏感性(t=4.458 P0.01)、懷疑性(t=5.892 P0.01)、憂慮性(t=2.165P0.05)、獨(dú)立性(t=2.340 P0.05)、緊張性(t=2.442 P0.05)5個(gè)因子得分高于非單親高職生；在樂群性(t=-2.727 P0.01)因子得分低于非單親高職生,在其余各因子上的差異無統(tǒng)計(jì)學(xué)意義。8項(xiàng)次級(jí)因素比較：?jiǎn)斡H高職生在適應(yīng)與焦慮型(t=3.186 P0.01)得分較高；在心理健康(t=-2.350 P0.05)方面得分較低,其他方面比較無統(tǒng)計(jì)學(xué)意義。④獨(dú)身子女與非獨(dú)身子女高職生比較顯示,各人格因子間無顯著差異。⑤來自城市的高職生與來自農(nóng)村的高職生比較顯示：來自城市的高職生在樂群性(t=4.153 P0.01)、持強(qiáng)性(t=3.538 P0.01)、敢為性(t=2.498 P0.05)3個(gè)因子得分高于來自農(nóng)村的高職生；來自農(nóng)村的高職生則在有恒性(t=-2.449 P0.05)、敏感性(t=-3.851 P0.01)、憂慮性(t=-7.207 P0.01)、獨(dú)立性(t=-3.880 P0.01)4個(gè)因子得分高于來自城市的高職生,在其余各因子上的差異無統(tǒng)計(jì)學(xué)意義。8種次級(jí)人格特征比較：來自農(nóng)村的高職生在創(chuàng)造能力(t=2.565 P0.01)和新環(huán)境成長(zhǎng)能力(t=5.331 P0.01)得分低于來自城市的高職生,其他方面比較無統(tǒng)計(jì)學(xué)意義。⑥貧困與非貧困高職生的比較顯示：貧困高職生在有恒性(t=4.305 P0.01)、憂慮性(t=3.216 P0.01)獨(dú)立性(t=2.418 P0.05)3個(gè)因子得分高于非貧困高職生；在興奮性(t=-2.186 P0.05)、敢為性(t=-2.111 P0.05)、幻想性(t=-2.603 P0.01)3因子得分低于來非貧困高職生,其余各因子上的差異無統(tǒng)計(jì)學(xué)意義。8項(xiàng)次級(jí)因素比較：貧困高職生在內(nèi)向與外向型(t=-3.709 P0.01)得分偏低；在新環(huán)境成長(zhǎng)能力(t=2.677 P0.01)方而得分偏高,而其他方面比較無統(tǒng)計(jì)學(xué)意義。 結(jié)論①高職生總體人格與心理健康狀況良好,聰慧性、穩(wěn)定性、恃強(qiáng)性、興奮性、有恒性、敢為性、懷疑性、幻想性、世故性、憂慮性、實(shí)驗(yàn)性、獨(dú)立性、自律性12個(gè)因子得分低于全國(guó)常模,在樂群性、敏感性、憂慮性、緊張性4個(gè)因子得分高于全國(guó)常模。②男女、單親、城市農(nóng)村、貧困因素對(duì)個(gè)體人格因子有重要的影響,未發(fā)現(xiàn)獨(dú)身子女因素對(duì)人格因子的明顯影響。開展高職生心理健康教育和健全人格培養(yǎng)時(shí)應(yīng)注意因人而異,有所側(cè)重,對(duì)高職生健全人格的教育和培養(yǎng)刻不容緩。
[Abstract]:Objective with the rapid development of higher vocational education, the scale and number of colleges in higher vocational colleges are increasing. However, compared with college students, the psychological health of this special group has not been paid enough attention to, and the research is less. This study aims to clarify the current characteristics of the present status of the students in higher vocational colleges, and to analyze the gender, single parent and only child, The influence of urban and rural, poverty and other factors on personality factors provides a scientific basis for exploring and innovating the training path of higher vocational college students, Gou Jianquan's orientation and multi-channel personality cultivation mechanism.
Methods (1) a 16PF scale was used to investigate the personality of a freshman in a Career Technical College, and the scores of personality factors were compared with the national norm of the national college students.
Results 952 questionnaires were sent out and 914 valid questionnaires were collected. The total average of the 16PF standard of 96.01%. (1) was in the normal range (3Z8), compared with the National College Students' norm, t=8.085P0.01, t=11.948 P0.01, t=19.514 P0.01, and t=11.470 P0.01 (t=11.470 P0.01). Higher; t=-19.279 P0.01, t=-15.924 P0.01, t=-47.994P0.01, t=-12.877 P0.01, t=-15.069 P0.01, fantasy (t=-9.161 P0.01), sophistication (t=-16.140), independence, autonomy, and self-discipline are lower in score. There are no significant differences in the scores of 2 factors of excitability and dares to sex. (2) higher vocational boys and higher vocational girls show that higher vocational boys have higher scores in t=9.130 P0.01, t=4.760 P0.01, t=3.482 P0.01, t=6.473 P0.01, and higher vocational girls in sensitivity (t=-6.087 P0.01). T=-2.416 P0.01, the 4 factors of t=-4.033 P0.01 (t=-4.033 P0.01) have higher scores, and there is no statistically significant difference in the remaining factors of.8 sub factors: Higher Vocational boys are higher in sentiment and serene alert (t=8.381 P0.01), cowardice and decisive (t=2.874 P0.01) higher than girls, in adaptation and focus. The score of t=-2.314 P0.05 was lower than that of the girls, but there was no statistical significance in other aspects. (3) the comparison between single parent and non single parent showed that single parent higher vocational students were in sensitivity (t=4.458 P0.01), suspected (t=5.892 P0.01), anxiety (t=2.165P0.05), independence (t =2.340 P0.05), and tension (t=2.442 P0.05) were higher than those of non single parent. Higher vocational students; the score of t=-2.727 P0.01 factor is lower than that of non single parent vocational college students, and there is no significant difference in the other factors on the other factors:.8 secondary factors have higher score in adaptive and anxiety type (t=3.186 P0.01), lower in psychological health (t=-2.350 P0.05), and no statistics in other aspects. The comparison between the single child and the non single child showed that there was no significant difference between the personality factors. (5) the higher vocational students from the city and the higher vocational students from the rural areas showed that the higher vocational students from the cities were in t=4.153 P0.01, t=3.538 P0.01, and the 3 factors of t=2.498 P0.05 were higher than those from farmers. The higher vocational students from the village; the higher vocational students from the rural areas have the t=-2.449 P0.05, t=-3.851 P0.01, t=-7.207 P0.01, and the independence (t=-3.880 P0.01) of higher vocational students than the higher vocational students from the cities. There is no statistically significant difference in the secondary personality characteristics of the other factors: the higher vocational school from the rural areas. The score of t=2.565 P0.01 and t=5.331 P0.01 was lower than that of the higher vocational students from the city. 6. The comparison between the poor and the non poor higher vocational students showed that the poor higher vocational students were in the t=4.305 P0.01, and the anxiety (t=3.216 P0.01) independence (t=2.418 P0.05) was 3 factors. The score is higher than that of non poor higher vocational students; in t=-2.186 P0.05, t=-2.111 P0.05, and t=-2.603 P0.01, the score of 3 factors is lower than that of non poor vocational college students, and the difference of the other factors is not statistically significant.8 secondary factors: the poor higher vocational students have a lower score in the introversion and extrovert (t=-3.709 P0.01); in the new ring. T=2.677 P0.01 score was higher while others were not statistically significant.
Conclusion (1) the overall personality and mental health of higher vocational students is good, intelligence, stability, bulness, excitement, constancy, suspicion, fantasy, sophistication, anxiety, experimentation, independence and self-discipline are lower than the national norm, and the scores of 4 factors are higher than the national norm in the group, sensitivity, anxiety and tension. 2. Men and women, single parents, urban rural areas, poverty factors have an important impact on individual personality factors, and there is no obvious influence on the personality factors of the single child factor. It is necessary to pay attention to the psychological health education and sound personality training of higher vocational students and to pay more attention to the education and cultivation of the sound personality of higher vocational students.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

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